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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Performance and Display
|
Descant Recorder - Introduction
|
By the end of the
lesson, the learner
should be able to:
- Identify the descant recorder as a musical instrument - Explain how the descant recorder is played - Show interest in learning the instrument |
In groups, learners are guided to:
- Observe the descant recorder -Discuss how the instrument is played -Listen to recorder music -Discuss the role of wind instruments in music |
How can a good tone be produced on the descant recorder?
|
KLB Visionary Creative Arts, pg. 96 Descant recorders, audio recordings
|
Observation Oral questions Written assignments
|
|
| 1 | 2 |
Performance and Display
|
Descant Recorder - Parts
|
By the end of the
lesson, the learner
should be able to:
- Identify the parts of a descant recorder - Explain the function of each part - Show care in handling the instrument |
In groups, learners are guided to:
- Examine the descant recorder -Identify the head joint, middle joint, and foot joint -Discuss the function of each part -Practice handling the recorder correctly |
What are the different parts of a descant recorder?
|
KLB Visionary Creative Arts, pg. 97 Descant recorders, diagrams
|
Observation Oral questions Labeling exercise
|
|
| 1 | 3 |
Performance and Display
|
Descant Recorder - Assembly
Descant Recorder - Care and maintenance |
By the end of the
lesson, the learner
should be able to:
- Assemble the descant recorder correctly - Disassemble the recorder properly - Show care in handling the instrument |
In groups, learners are guided to:
- Demonstrate correct assembly of the recorder -Practice assembling and disassembling the recorder -Discuss proper handling of the instrument -Learn to hold the recorder correctly |
How is a descant recorder assembled correctly?
|
KLB Visionary Creative Arts, pg. 97 Descant recorders
KLB Visionary Creative Arts, pg. 98 Descant recorders, cleaning materials |
Observation Practical assessment Peer evaluation
|
|
| 1 | 4 |
Performance and Display
|
Descant Recorder - Holding position
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate correct holding position - Maintain proper posture while holding - Show discipline in following instructions |
In groups, learners are guided to:
- Demonstrate correct holding position -Practice proper hand placement -Maintain correct posture -Check holding positions in pairs |
What is the correct way to hold a descant recorder?
|
KLB Visionary Creative Arts, pg. 99 Descant recorders
|
Observation Practical assessment Peer evaluation
|
|
| 1 | 5 |
Performance and Display
|
Descant Recorder - Blowing technique
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate correct blowing technique - Produce a clear tone on the recorder - Show persistence in developing technique |
In groups, learners are guided to:
- Demonstrate correct mouth position -Practice gentle blowing technique -Focus on producing a clear tone -Avoid common errors in blowing |
How is a good tone produced on the recorder?
|
KLB Visionary Creative Arts, pg. 100 Descant recorders
|
Observation Practical assessment Self-assessment
|
|
| 1 | 6 |
Performance and Display
|
Descant Recorder - Note B
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note B - Produce a clear B note on the recorder - Show patience in mastering the note |
In groups, learners are guided to:
- Demonstrate fingering for note B -Practice covering the correct holes -Produce a clear B note -Play repeated B notes to develop consistency |
What is the correct fingering for note B?
|
KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts
|
Observation Practical assessment Performance
|
|
| 2 | 1 |
Performance and Display
|
Descant Recorder - Note A
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note A - Produce a clear A note on the recorder - Show patience in mastering the note |
In groups, learners are guided to:
- Demonstrate fingering for note A -Practice covering the correct holes -Produce a clear A note -Play repeated A notes to develop consistency |
What is the correct fingering for note A?
|
KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts
|
Observation Practical assessment Performance
|
|
| 2 | 2 |
Performance and Display
|
Descant Recorder - Note G
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note G - Produce a clear G note on the recorder - Show patience in mastering the note |
In groups, learners are guided to:
- Demonstrate fingering for note G -Practice covering the correct holes -Produce a clear G note -Play repeated G notes to develop consistency |
What is the correct fingering for note G?
|
KLB Visionary Creative Arts, pg. 103 Descant recorders, fingering charts
|
Observation Practical assessment Performance
|
|
| 2 | 3 |
Performance and Display
|
Descant Recorder - Combining notes B-A
|
By the end of the
lesson, the learner
should be able to:
- Play combinations of notes B and A - Transition smoothly between notes - Show perseverance in practice |
In groups, learners are guided to:
- Review fingerings for B and A -Practice transitioning between the notes -Play simple patterns using B and A -Focus on smooth finger movements |
How can we transition smoothly between notes?
|
KLB Visionary Creative Arts, pg. 103 Descant recorders, simple music
|
Observation Practical assessment Performance
|
|
| 2 | 4 |
Performance and Display
|
Descant Recorder - Combining notes B-A-G
Descant Recorder - Simple melodies |
By the end of the
lesson, the learner
should be able to:
- Play combinations of notes B, A, and G - Transition smoothly between notes - Show perseverance in practice |
In groups, learners are guided to:
- Review fingerings for B, A, and G -Practice transitioning between the notes -Play simple patterns using B, A, and G -Focus on smooth finger movements |
How can we play a sequence of notes smoothly?
|
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music
|
Observation Practical assessment Performance
|
|
| 2 | 5 |
Performance and Display
|
Descant Recorder - Materials for case
|
By the end of the
lesson, the learner
should be able to:
- Identify materials for making a recorder case - Collect suitable materials from the environment - Show creativity in material selection |
In groups, learners are guided to:
- Discuss materials suitable for recorder cases -Collect materials such as fabric, leather, yarn -Prepare materials for case construction -Design a case appropriate for the recorder |
What materials can be used to make a recorder case?
|
KLB Visionary Creative Arts, pg. 105 Fabric, leather, yarn, needles, thread
|
Observation Oral questions Project planning
|
|
| 2 | 6 |
Performance and Display
|
Descant Recorder - Making a case
|
By the end of the
lesson, the learner
should be able to:
- Make a case using collected materials - Apply appropriate construction techniques - Show craftsmanship in case making |
In groups, learners are guided to:
- Demonstrate techniques for case construction -Stitch fabric or crochet yarn for the case -Ensure appropriate size for the recorder -Add closures or fasteners as needed |
How is a recorder case constructed?
|
KLB Visionary Creative Arts, pg. 105 Case-making materials, tools
|
Observation Project work Practical assessment
|
|
| 3 | 1 |
Performance and Display
|
Descant Recorder - Decorating the case
|
By the end of the
lesson, the learner
should be able to:
- Embellish the recorder case with decorations - Apply appropriate decorative techniques - Show creativity in decoration |
In groups, learners are guided to:
- Collect items for case decoration -Embellish the case with found objects -Apply decorative stitching or other techniques -Ensure decorations are securely attached |
How can we enhance our recorder cases through decoration?
|
KLB Visionary Creative Arts, pg. 105 Decorative materials, adhesives
|
Observation Project work Peer evaluation
|
|
| 3 | 2 |
Performance and Display
|
Descant Recorder - Group practice
|
By the end of the
lesson, the learner
should be able to:
- Play simple melodies in a group - Maintain ensemble coordination - Show cooperation in group music-making |
In groups, learners are guided to:
- Practice playing melodies in unison -Focus on starting and stopping together -Listen to balance within the group -Perform as an ensemble for peers |
How does playing in a group differ from playing alone?
|
KLB Visionary Creative Arts Descant recorders, simple music
|
Observation Performance assessment Group evaluation
|
|
| 3 | 3 |
Performance and Display
|
Descant Recorder - Performance preparation
|
By the end of the
lesson, the learner
should be able to:
- Prepare melodies for performance - Apply performance techniques - Show confidence in preparation |
In groups, learners are guided to:
- Select appropriate melodies for performance -Practice performance pieces thoroughly -Discuss performance etiquette -Prepare for public performance |
How do we prepare for a musical performance?
|
KLB Visionary Creative Arts Descant recorders, performance music
|
Observation Performance assessment Self-assessment
|
|
| 3 | 4 |
Performance and Display
|
Descant Recorder - Assessment
Swimming - Water safety |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of the descant recorder - Show skills in playing notes B, A, and G - Value the learning journey in this substrand |
In groups, learners are guided to:
- Complete assessment activities on recorder knowledge -Demonstrate playing skills for assessment -Present completed recorder cases -Reflect on learning journey |
What have we learned about the descant recorder, playing techniques, and case making?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 111 Safety charts, pool area |
Observation Performance test Project assessment
|
|
| 3 | 5 |
Performance and Display
|
Swimming - Pool etiquette
|
By the end of the
lesson, the learner
should be able to:
- Identify appropriate swimming attire - Explain proper pool behavior - Show discipline in following pool rules |
In groups, learners are guided to:
- Discuss appropriate swimming attire -Explain proper behavior in and around the pool -Identify actions that are unsafe or discourteous -Practice proper pool entry and exit |
Why is proper conduct important in swimming areas?
|
KLB Visionary Creative Arts, pg. 111 Swimming costumes, pool area
|
Observation Oral questions Role-play assessment
|
|
| 3 | 6 |
Performance and Display
|
Swimming - Water entry technique
|
By the end of the
lesson, the learner
should be able to:
- Explain different water entry techniques - Identify appropriate entry for different situations - Show interest in learning entry techniques |
In groups, learners are guided to:
- Watch demonstrations of water entry techniques -Discuss when each technique is appropriate -Identify safety considerations for each entry -Observe peers demonstrating entries |
What are safe ways to enter water?
|
KLB Visionary Creative Arts, pg. 112 Pool area, digital devices
|
Observation Oral questions Written assignment
|
|
| 4 | 1 |
Performance and Display
|
Swimming - Feet first entry
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the feet first entry technique - Execute the entry safely - Show confidence in water entry |
In groups, learners are guided to:
- Demonstrate the feet first entry technique -Practice the entry in shallow water -Focus on maintaining proper body position -Enter the water with increasing confidence |
What is the correct technique for feet first entry?
|
KLB Visionary Creative Arts, pg. 112 Pool area, shallow end
|
Observation Skills test Peer assessment
|
|
| 4 | 2 |
Performance and Display
|
Swimming - Crouch surface dive
|
By the end of the
lesson, the learner
should be able to:
- Explain the crouch surface dive technique - Identify the progression steps - Show interest in learning the skill |
In groups, learners are guided to:
- Observe demonstrations of the crouch surface dive -Discuss the progression steps -Identify safety considerations -Discuss applications of the skill |
What is the technique for a crouch surface dive?
|
KLB Visionary Creative Arts Pool area, digital devices
|
Observation Oral questions Written assignment
|
|
| 4 | 3 |
Performance and Display
|
Swimming - Crouch surface dive practice
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the crouch surface dive technique - Execute the progression steps correctly - Show determination in mastering the skill |
In groups, learners are guided to:
- Demonstrate the starting position for crouch surface dive -Practice the skill progression in shallow water -Focus on proper body position and movement -Practice with increasing confidence |
What are the key points for a successful crouch surface dive?
|
KLB Visionary Creative Arts Pool area
|
Observation Skills test Peer assessment
|
|
| 4 | 4 |
Performance and Display
|
Swimming - Standing surface dive
Swimming - Standing surface dive practice |
By the end of the
lesson, the learner
should be able to:
- Explain the standing surface dive technique - Identify the progression steps - Show interest in learning the skill |
In groups, learners are guided to:
- Observe demonstrations of the standing surface dive -Discuss the progression steps -Identify safety considerations -Discuss applications of the skill |
What is the technique for a standing surface dive?
|
KLB Visionary Creative Arts Pool area, digital devices
KLB Visionary Creative Arts Pool area |
Observation Oral questions Written assignment
|
|
| 4 | 5 |
Performance and Display
|
Swimming - Water games
|
By the end of the
lesson, the learner
should be able to:
- Participate in water games - Follow rules of the games - Show enjoyment in water activities |
In groups, learners are guided to:
- Learn simple water games -Participate in blowing bubbles game -Participate in pick up objects game -Focus on fun while observing safety |
How do water games help develop swimming confidence?
|
KLB Visionary Creative Arts, pg. 117 Pool area, sinking objects
|
Observation Participation assessment Self-assessment
|
|
| 4 | 6 |
Performance and Display
|
Swimming - Photography
|
By the end of the
lesson, the learner
should be able to:
- Use digital devices to photograph swimming activities - Focus on the center of interest - Show aesthetic awareness in photography |
In groups, learners are guided to:
- Learn basic photography techniques for water activities -Use digital devices to photograph swimming activities -Focus on capturing the center of interest -Review and select best photographs |
Why is the centre of interest important in photography?
|
KLB Visionary Creative Arts Digital devices, pool area
|
Observation Project work Photo critique
|
|
| 5 | 1 |
Performance and Display
|
Swimming - Photo selection
|
By the end of the
lesson, the learner
should be able to:
- Select appropriate photographs for a portfolio - Explain criteria for selection - Show critical thinking in selection |
In groups, learners are guided to:
- Review photographs of swimming activities -Establish criteria for selection -Select best photographs based on criteria -Store selected photos in an e-folder |
What makes a good photograph of swimming activities?
|
KLB Visionary Creative Arts Digital devices, photographs
|
Observation Project work Oral presentation
|
|
| 5 | 2 |
Performance and Display
|
Swimming - Photo presentation
|
By the end of the
lesson, the learner
should be able to:
- Present selected photographs to peers - Explain photographic choices - Show confidence in presentation |
In groups, learners are guided to:
- Organize photographs for presentation -Present selected photographs to peers -Explain reasons for selection -Receive feedback on photographs |
How can we effectively present photographs?
|
KLB Visionary Creative Arts Digital devices, photographs
|
Observation Oral presentation Peer evaluation
|
|
| 5 | 3 |
Performance and Display
|
Swimming - Floating technique
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of floating - Identify different types of floats - Show interest in learning floating techniques |
In groups, learners are guided to:
- Discuss the concept of floating -Identify different types of floats -Observe demonstrations of floating techniques -Discuss factors affecting buoyancy |
What makes a body float in water?
|
KLB Visionary Creative Arts, pg. 117 Pool area, floating aids
|
Observation Oral questions Written assignment
|
|
| 5 | 4 |
Performance and Display
|
Swimming - Mushroom float
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the mushroom float technique - Execute the float with proper body position - Show relaxation during floating |
In groups, learners are guided to:
- Demonstrate the mushroom float technique -Practice the body position in shallow water -Focus on relaxation and breath control -Hold the float position with increasing duration |
What is the correct technique for a mushroom float?
|
KLB Visionary Creative Arts, pg. 117 Pool area
|
Observation Skills test Peer assessment
|
|
| 5 | 5 |
Performance and Display
|
Swimming - Prone float
Swimming - Supine float |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the prone float technique - Execute the float with proper body position - Show relaxation during floating |
In groups, learners are guided to:
- Demonstrate the prone float technique -Practice the body position in shallow water -Focus on relaxation and breath control -Hold the float position with increasing duration |
What is the correct technique for a prone float?
|
KLB Visionary Creative Arts, pg. 118 Pool area
KLB Visionary Creative Arts, pg. 119 Pool area |
Observation Skills test Peer assessment
|
|
| 5 | 6 |
Performance and Display
|
Swimming - Float practice
|
By the end of the
lesson, the learner
should be able to:
- Practice different floating techniques - Transition between different floats - Show increasing confidence in water |
In groups, learners are guided to:
- Review different floating techniques -Practice transitioning between floats -Work with partners for support and feedback -Gradually reduce support during practice |
How can we improve our floating techniques?
|
KLB Visionary Creative Arts, pg. 120 Pool area
|
Observation Skills test Peer assessment
|
|
| 6 | 1 |
Performance and Display
|
Swimming - Gliding
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of gliding - Identify different types of glides - Show interest in learning gliding techniques |
In groups, learners are guided to:
- Discuss the concept of gliding -Identify different types of glides -Observe demonstrations of gliding techniques -Discuss factors affecting effective gliding |
What is gliding in swimming?
|
KLB Visionary Creative Arts, pg. 120 Pool area
|
Observation Oral questions Written assignment
|
|
| 6 | 2 |
Performance and Display
|
Swimming - Prone glide
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the prone glide technique - Execute the glide with proper body position - Show streamlining in gliding |
In groups, learners are guided to:
- Demonstrate the prone glide technique -Practice the body position and push-off -Focus on streamlining and extension -Glide for increasing distances |
What is the correct technique for a prone glide?
|
KLB Visionary Creative Arts, pg. 120 Pool area
|
Observation Skills test Peer assessment
|
|
| 6 | 3 |
Performance and Display
|
Swimming - Supine glide
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the supine glide technique - Execute the glide with proper body position - Show streamlining in gliding |
In groups, learners are guided to:
- Demonstrate the supine glide technique -Practice the body position and push-off -Focus on streamlining and extension -Glide for increasing distances |
What is the correct technique for a supine glide?
|
KLB Visionary Creative Arts Pool area
|
Observation Skills test Peer assessment
|
|
| 6 | 4 |
Performance and Display
|
Swimming - Glide practice
|
By the end of the
lesson, the learner
should be able to:
- Practice different gliding techniques - Transition between different glides - Show increasing confidence in water |
In groups, learners are guided to:
- Review different gliding techniques -Practice transitioning between glides -Work with partners for support and feedback -Gradually reduce support during practice |
How can we improve our gliding techniques?
|
KLB Visionary Creative Arts Pool area
|
Observation Skills test Peer assessment
|
|
| 6 | 5 |
Performance and Display
Appreciation in Creative Arts Appreciation in Creative Arts |
Swimming - Assessment
Critique of an Art work - Introduction to the concept of appreciation Critique of an Art work - Behavior in appreciation |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of swimming techniques - Show skills in water entry, floating, and gliding - Value the learning journey in this substrand |
In groups, learners are guided to:
- Complete assessment activities on swimming techniques -Demonstrate swimming skills for assessment -Present photography portfolios -Reflect on learning journey |
What have we learned about swimming techniques and photography?
|
KLB Visionary Creative Arts Assessment tools
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 30 - Digital devices - Chart showing components of art appreciation - Display area for artworks - Sample artworks |
Observation Skills test Portfolio assessment
|
|
| 6 | 6 |
Appreciation in Creative Arts
|
Critique of an Art work - Aesthetics in appreciation
Critique of an Art work - Skills in appreciation |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of aesthetics in art appreciation - Identify aesthetic qualities in artworks - Show interest in aesthetic aspects of artworks |
Learners will:
- Discuss the meaning of aesthetics - Identify aesthetic qualities in sample artworks - Research on aesthetic aspects in different art forms |
How do aesthetic qualities enhance artworks?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 31
- Sample artworks - Digital resources - Reference materials - Samples of different artworks - Display boards - Digital resources |
- Observation
- Oral questioning
- Written assignments
|
|
| 7 | 1 |
Appreciation in Creative Arts
|
Critique of an Art work - Message in appreciation
Critique of an Art work - Feedback in appreciation |
By the end of the
lesson, the learner
should be able to:
- Identify messages communicated through artworks - Interpret messages in various art forms - Value the communicative aspect of artworks |
Learners will:
- Discuss how artworks communicate messages - Interpret messages in sample artworks - Share interpretations of messages in different artworks |
How do artworks communicate messages?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 32
- Sample artworks with clear messages - Digital resources - Chart showing different art messages - Sample artworks - Feedback forms - Digital resources |
- Observation
- Oral questioning
- Written assignments
|
|
| 7 | 2 |
Appreciation in Creative Arts
|
Critique of an Art work - Care of artworks
Critique of an Art work - Selecting artworks for display Critique of an Art work - Preparing artworks for display |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of caring for artworks - Demonstrate proper handling of artworks - Show responsibility in caring for artworks |
Learners will:
- Discuss ways of caring for different types of artworks - Demonstrate proper handling of artworks - Practice proper storage of artworks |
Why is proper care of artworks important?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 33
- Various artworks - Storage materials - Display boards - Previously created artworks - Selection criteria chart - Digital resources - KLB Visionary Creative Arts Grade 4 Learner's Book pg. 34 - Selected artworks - Cleaning materials - Labels and markers |
- Observation
- Demonstration
- Checklist
|
|
| 7 | 3 |
Appreciation in Creative Arts
|
Critique of an Art work - Preparing display areas
|
By the end of the
lesson, the learner
should be able to:
- Identify suitable areas for displaying artworks - Prepare display areas, boards and props - Show responsibility in preparing display areas |
Learners will:
- Identify suitable areas within the school for display - Prepare display boards and props - Arrange the display area appropriately |
What makes a good display area for artworks?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 34
- Display boards - Props - Mounting materials |
- Observation
- Group assessment
- Practical skills
|
|
| 7 | 4 |
Appreciation in Creative Arts
|
Critique of an Art work - Displaying Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
- Arrange artworks appropriately for display - Display works in appropriate areas - Show creativity in arranging the display |
Learners will:
- Discuss principles of arranging artworks for display - Mount and arrange artworks on display boards - Display artworks in designated areas |
How should artworks be arranged for effective display?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 35
- Prepared artworks - Display boards - Mounting materials |
- Observation
- Practical assessment
- Group work
|
|
| 7 | 5 |
Appreciation in Creative Arts
|
Critique of an Art work - Gallery walk
|
By the end of the
lesson, the learner
should be able to:
- Explain the purpose of a gallery walk - Participate in a gallery walk to observe artworks - Show appreciation for displayed artworks |
Learners will:
- Discuss the purpose and procedure of a gallery walk - Take a gallery walk to observe displayed artworks - Take notes during the gallery walk |
What do we observe during a gallery walk?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 35
- Displayed artworks - Notebooks - Digital devices for recording |
- Observation
- Peer assessment
- Written notes
|
|
| 7 | 6 |
Appreciation in Creative Arts
|
Critique of an Art work - Critiquing artworks
|
By the end of the
lesson, the learner
should be able to:
- Identify aspects to consider when critiquing artworks - Critique displayed artworks focusing on type, materials, media and craftsmanship - Show respect for others' opinions during critique |
Learners will:
- Discuss aspects to consider when critiquing artworks - Talk about displayed artworks focusing on specific aspects - Listen to and respect peers' opinions |
How do we effectively critique artworks?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 36
- Displayed artworks - Critique criteria chart - Notebooks |
- Observation
- Oral presentations
- Peer assessment
|
|
| 8 | 1 |
Appreciation in Creative Arts
|
Critique of an Art work - Analysis of folk songs
|
By the end of the
lesson, the learner
should be able to:
- Explain how to analyze Kenyan folk songs - Identify components for analyzing folk songs - Value the cultural aspect of folk songs |
Learners will:
- Discuss how to analyze folk songs - Identify components for analysis (community, type, instruments, participants) - Listen to sample folk songs for analysis |
How do we analyze folk songs?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 36
- Audio recordings of folk songs - Digital devices - Analysis chart |
- Observation
- Oral questioning
- Written assignments
|
|
| 8 | 2 |
Appreciation in Creative Arts
|
Critique of an Art work - Folk song performances
|
By the end of the
lesson, the learner
should be able to:
- Identify characteristics of good folk song performances - Participate in folk song performances - Show appreciation for cultural diversity |
Learners will:
- Discuss characteristics of good folk song performances - Practice folk songs from different Kenyan communities - Perform folk songs in groups |
What makes a good folk song performance?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 37
- Audio recordings - Percussion instruments - Props for performances |
- Observation
- Performance assessment
- Peer feedback
|
|
| 8 | 3 |
Appreciation in Creative Arts
|
Critique of an Art work - Analysis of folk song performances
Critique of an Art work - Sports events preparation |
By the end of the
lesson, the learner
should be able to:
- Analyze folk song performances using appropriate criteria - Give constructive feedback on performances - Respect diverse cultural expressions |
Learners will:
- Watch/listen to folk song performances - Analyze performances using established criteria - Give feedback on performances |
How do we evaluate folk song performances?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 37
- Recorded performances - Analysis charts - Digital devices - KLB Visionary Creative Arts Grade 4 Learner's Book pg. 38 - Sports equipment - Playing fields - Digital resources |
- Observation
- Written analysis
- Oral presentations
|
|
| 8 | 4 |
Appreciation in Creative Arts
|
Critique of an Art work - Participation in sports events
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate skills in netball, athletics or gymnastics - Participate actively in sports events - Show sportsmanship during competitions |
Learners will:
- Participate in netball, athletics and gymnastics events - Apply learned skills during competitions - Practice good sportsmanship |
How does participation in sports events enhance appreciation?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 38
- Sports equipment - Playing fields - Digital devices for recording |
- Observation
- Performance assessment
- Peer feedback
|
|
| 8 | 5 |
Appreciation in Creative Arts
|
Critique of an Art work - Analysis of sports performances
|
By the end of the
lesson, the learner
should be able to:
- Analyze sports performances focusing on teamwork and safety - Give constructive feedback on performances - Value teamwork and safety in sports |
Learners will:
- Watch recordings of sports performances - Analyze performances focusing on teamwork and safety - Discuss ways to improve performances |
How do teamwork and safety contribute to good sports performances?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 39
- Recorded performances - Analysis charts - Digital devices |
- Observation
- Written analysis
- Group discussions
|
|
| 8 | 6 |
Appreciation in Creative Arts
|
Critique of an Art work - Cultural diversity in Creative Arts
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of cultural diversity in Creative Arts - Appreciate Creative Arts works from different cultural backgrounds - Show respect for cultural diversity |
Learners will:
- Discuss cultural diversity in Creative Arts - Examine artworks from different cultural backgrounds - Reflect on the value of cultural diversity |
Why is appreciation of cultural diversity important in Creative Arts?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 39
- Artworks from different cultures - Digital resources - Reference materials |
- Observation
- Reflective writing
- Oral presentations
|
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