PERFORMANCE AND DISPLAY

Swimming - Body Position in Breaststroke
Swimming - Breaststroke Technique

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

- Observation -Oral questions -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Observing Breaststroke
Swimming - Body Position in Inverted Breaststroke

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

-Observe breaststroke performed by swimmers.
-Describe the body position, arm and leg action in breaststroke.
-Appreciate the importance of learning to swim.

Learner is guided to:
-Visit a swimming pool with teacher guidance.
-Observe how breaststroke is performed by swimmers.
-Describe the body position, arm and leg action.
-Imitate how breaststroke is performed.
-Discuss why it is important to learn how to swim.

Why is it important to learn how to swim?

MENTOR Creative Arts Grade 6 Learner's Book Page 168
MENTOR Creative Arts Grade 6 Learner's Book Page 169

- Observation -Oral presentation -Group assessment

PERFORMANCE AND DISPLAY

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

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

-Demonstrate floatation for inverted breaststroke.
-Position the body in a supine position for inverted breaststroke.
-Observe safety measures in the water.

Learner is guided to:
-Practise the execution of inverted breaststroke by first focusing on floatation.
-Position the body in a supine position (face up).
-Observe safety measures while in the water.
-Maintain a horizontal body position while floating.

How do we achieve proper floatation and body position for inverted breaststroke?

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

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Leg Action in Inverted Breaststroke
Swimming - Breathing in Inverted Breaststroke

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

-Demonstrate the leg action for inverted breaststroke.
-Coordinate leg movements while maintaining body position.
-Value proper leg technique in swimming.

Learner is guided to:
-Practise the leg action for inverted breaststroke.
-Bend knees and bring heels toward buttocks.
-Turn feet outward.
-Kick in a circular outward motion until legs are straight and together.
-Practise the leg action in and out of the water.

How is the leg action performed in inverted breaststroke?

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

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Rhythm Establishment in Inverted Breaststroke
Swimming - Practising Floatation

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

-Establish rhythm in inverted breaststroke.
-Coordinate arm, leg, and breathing actions.
-Value the establishment of rhythm in swimming.

Learner is guided to:
-Practise establishing rhythm in inverted breaststroke.
-Coordinate arm, leg, and breathing actions in the correct sequence.
-Focus on maintaining a steady rhythm.
-Practise the full stroke with emphasis on rhythm.

How do we establish proper rhythm in inverted breaststroke?

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

- Observation -Skill assessment -Performance analysis

PERFORMANCE AND DISPLAY

Swimming - Practising Arm Action
Swimming - Practising Leg Action

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

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

Learner is guided to:
-Carry out warm-up activities.
-Under teacher supervision, keep the whole body straight in supine position.
-Practise the arm action by moving arms from sides in a semicircular motion.
-Pull water towards the feet and return arms to starting position.
-After completing one stroke, glide before starting the next stroke.
-Cool down after practice.

How can we improve our arm action in inverted breaststroke?

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

- Observation -Skill assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Coordinating Arms and Legs
Swimming - Glide Game

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

-Perform warm-up activities before swimming.
-Coordinate arm and leg actions in inverted breaststroke.
-Observe safety measures while practising.

Learner is guided to:
-Carry out warm-up activities.
-Push off from the wall of the pool with arms extended.
-Push arms downwards and head upwards out of the water.
-Fold legs for a kick when arms are stretched ahead.
-Coordinate the arm and leg actions in sequence.
-Cool down after practice.

How do we coordinate arm and leg actions in inverted breaststroke?

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

- Observation -Skill assessment -Performance analysis

PERFORMANCE AND DISPLAY

Swimming - Montage Technique Introduction
Swimming - Montage Material Collection

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

-Explore actual or virtual samples of montage pictorial compositions.
-Identify the characteristics of montage technique.
-Value montage as an artistic technique.

Learner is guided to:
-Explore actual or virtual samples of montage pictorial compositions.
-Learn about the meaning of montage technique.
-Identify the characteristics of montage.
-Discuss how overlapping works in montage compositions.

Why is overlapping important in a montage work?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Oral questions -Discussion

PERFORMANCE AND DISPLAY

Swimming - Creating a Montage
Swimming - Displaying and Evaluating Montages

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

-Arrange and paste cut-out images to create a montage.
-Apply principles of overlapping and dominance.
-Create a montage on "water conservation."

Learner is guided to:
-Explore and try out new ideas of arranging and pasting cut-out images.
-Create a montage composition on "water conservation" with emphasis on interpretation of subject matter, overlapping, dominance, and finishing.
-Apply adhesive to secure the images on the background.
-Ensure proper finishing of the montage.

How can we effectively arrange images in a montage composition?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Project assessment -Portfolio

PERFORMANCE AND DISPLAY
2.0 PERFORMING AND DISPLAYING

Swimming - Video Analysis
2.4 Indigenous Kenyan Craft - Slab Technique Identification

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

-Analyze video recordings of inverted breaststroke performance.
-Identify strengths and areas for improvement.
-Value video analysis as a tool for improvement.

Learner is guided to:
-Watch the video recordings of their inverted breaststroke performance.
-Analyze the body position, arm action, leg action, and coordination.
-Identify strengths and areas for improvement.
-Discuss strategies for improving technique.

How can video analysis help improve swimming technique?

MENTOR Creative Arts Grade 6 Learner's Book
-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

- Video analysis -Discussion -Self-assessment

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Clay Preparation

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

-Understand clay preparation processes.
-Explain the importance of proper preparation.
-Value environmental resources.

In groups, learners are guided to:

-Learn about sourcing clay from the environment.
-Understand wedging and kneading processes.
-Learn about clay storage methods.
-Understand the importance of slaking, slip, kneading, and wedging.
-Recognize the dangers of trapped air in clay.

Why is proper clay preparation essential for pottery?

-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

-Process explanation -Importance understanding -Environmental awareness -Preparation knowledge -Safety comprehension

2.0 PERFORMING AND DISPLAYING

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

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

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

In groups, learners are guided to:

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

What considerations are important when planning a clay project?

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

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

2.0 PERFORMING AND DISPLAYING

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

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

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

In groups, learners are guided to:

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

How does the building process affect the final form?

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

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

2.0 PERFORMING AND DISPLAYING

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

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

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

In groups, learners are guided to:

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

How do different decoration techniques create varied effects?

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

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

2.0 PERFORMING AND DISPLAYING

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

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

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

In groups, learners are guided to:

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

How does peer critique improve craft skills?

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

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

2.0 PERFORMING AND DISPLAYING

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

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

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

In groups, learners are guided to:

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

How can pottery skills be developed through independent practice?

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

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

APPRECIATION IN CREATIVE ARTS

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

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

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

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

Why is it important to showcase Creative Arts works?

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

- Observation -Oral questions -Group assessment

APPRECIATION IN CREATIVE ARTS

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

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

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

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

How do we create an effective catalogue of exhibited artworks?

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

- Observation -Project assessment -Peer assessment

APPRECIATION IN CREATIVE ARTS

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

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

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

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

How is pitch used as an element of music?

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

- Observation -Performance assessment -Group discussion

APPRECIATION IN CREATIVE ARTS

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

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

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

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

How is rhythm used in musical compositions?

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

- Observation -Performance assessment -Discussion

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Tempo in Music

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

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

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

How does tempo affect musical performance?

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

- Observation -Performance assessment -Oral presentation

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Texture in Music
Analysis of Creative Arts Works - Relating Music to Life

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

-Define monophonic and homophonic texture in music.
-Identify different vocal parts in a song.
-Value different textures in musical performance.

Learner is guided to:
-Sing a song of choice alone and reflect on the experience.
-Watch a video clip about monophonic texture in music.
-Define monophonic texture based on the video.
-Watch another video clip with multiple vocal parts.
-Identify the number and names of vocal parts detected.
-Discuss the difference between monophonic and homophonic texture.

How does texture contribute to musical compositions?

MENTOR Creative Arts Grade 6 Learner's Book Page 193-194
MENTOR Creative Arts Grade 6 Learner's Book Page 194-195

- Observation -Performance assessment -Discussion

APPRECIATION IN CREATIVE ARTS
PERFORMANCE AND DISPLAY

Analysis of Creative Arts Works - Participating in Sporting Events
Indigenous Kenyan Instrumental Ensembles - Categories

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

-Participate in different sporting events.
-Apply skills learned in previous grades.
-Value sportsmanship in competitions.

Learner is guided to:
-Participate in sporting events including Football, Rounders, Athletics, Volleyball, and Gymnastics.
-Form teams for Football with eleven members each, where one is a goalkeeper.
-Apply kicking, stopping, and dribbling skills.
-Select teams for Rounders with nine players each.
-Engage in Long jump and High jump competitions using the sail and scissors techniques.
-Form Volleyball teams to practice underarm serve and single hand dig pass.
-Execute the cartwheel skill in gymnastics individually or in groups.

How can participation in sporting events promote personal development?

MENTOR Creative Arts Grade 6 Learner's Book Page 195-196
MENTOR Creative Arts Grade 6 Learner's Book Page 148

- Observation -Performance assessment -Team assessment

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Classification
Indigenous Kenyan Instrumental Ensembles - String Ensemble

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

-Match instruments with the correct type of ensemble.
-Watch a performance of an instrumental ensemble.
-Appreciate the role of different instruments in an ensemble.

Learner is guided to:
-Match various instruments with the correct type of ensemble (wind, string, percussion).
-Share their work with the class for feedback.
-Using a digital device, watch a performance of an instrumental ensemble.
-Identify how the learners started the ensemble and which instrument controls others.

How are indigenous Kenyan instrumental ensembles classified?

MENTOR Creative Arts Grade 6 Learner's Book Page 148-149
MENTOR Creative Arts Grade 6 Learner's Book Page 149-150

- Observation -Matching exercise -Discussion

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Wind Ensemble
Indigenous Kenyan Instrumental Ensembles - Percussion Ensemble

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

-Identify instruments that belong to the wind ensemble.
-Name wind instruments from different Kenyan communities.
-Appreciate the diversity of wind instruments.

Learner is guided to:
-Identify instruments that belong to the wind ensemble from a word puzzle.
-Name wind instruments from different Kenyan communities.
-Discuss how wind instruments are played.
-Appreciate the cultural significance of wind instruments.

What instruments make up a wind ensemble?

MENTOR Creative Arts Grade 6 Learner's Book Page 150-151
MENTOR Creative Arts Grade 6 Learner's Book Page 151-152

- Observation -Word puzzle -Oral presentation

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Factors to Consider
Indigenous Kenyan Instrumental Ensembles - Tuning and Technique

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

-Identify factors to consider when playing in an instrumental ensemble.
-Describe how these factors help successful performance.
-Value coordination in ensemble playing.

Learner is guided to:
-Study pictures of learners playing in an ensemble.
-Identify the musical instruments played by each learner.
-Discuss how each instrument is played.
-Talk about the factors to consider in order to play well in an ensemble.

What factors contribute to successful ensemble playing?

MENTOR Creative Arts Grade 6 Learner's Book Page 152-153
MENTOR Creative Arts Grade 6 Learner's Book Page 153-154

- Observation -Group discussion -Oral presentation

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Rhythm and Synchrony
Indigenous Kenyan Instrumental Ensembles - Instrument Selection

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

-Explain the importance of accuracy in rhythm and melody.
-Describe the role of synchrony in ensemble playing.
-Value tempo and creativity in ensemble performance.

Learner is guided to:
-Discuss the importance of playing with accuracy in rhythm and melody.
-Explain how instruments should be played in synchrony with other players.
-Discuss how the tempo of play should be agreeable to all players.
-Explore how creativity and improvisation enhance performances.

How do rhythm, synchrony, and tempo contribute to ensemble playing?

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

- Observation -Oral presentation -Group discussion

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Instrument Care
Indigenous Kenyan Instrumental Ensembles - Tuning and Playing

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

-Gather materials for instrument care.
-Demonstrate proper handling of instruments.
-Value the importance of instrument maintenance.

Learner is guided to:
-Gather materials for instrument care: clean cloth, water, soap, soft-bristled brush.
-Wash hands and pat them dry before handling instruments.
-Select an instrument of choice to play in an ensemble.
-Handle the chosen instrument with care.
-Demonstrate how to clean and store instruments properly.

How do we properly care for musical instruments?

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

- Observation -Demonstration -Checklist

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Ensemble Performance
Indigenous Kenyan Instrumental Ensembles - Tote Bag Materials

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

-Play a selected instrument in an ensemble using appropriate techniques.
-Observe proper synchrony and rhythm in ensemble playing.
-Appreciate the role of each instrument in the ensemble.

Learner is guided to:
-Prepare an indigenous Kenyan instrumental ensemble performance.
-Choose an instrument to play and tune it appropriately.
-Play the instrument in an ensemble for classmates.
-Record the performance using a digital device.
-Clean the instruments after use and share them with other learners.

How can we create a cohesive ensemble performance?

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

- Observation -Performance assessment -Video analysis

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Making a Tote Bag
Indigenous Kenyan Instrumental Ensembles - Decorating the Tote Bag

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

-Construct a tote bag with a strap.
-Apply measuring, marking, cutting, folding, and stitching skills.
-Show interest in creating functional items.

Learner is guided to:
-Make a tote bag with a strap focusing on measuring, marking, cutting, folding, and stitching.
-Create paper stencils inspired by the environment.
-Begin preparing the bag for decoration using the stencils.
-Demonstrate proper handling of tools during construction.

How is a functional tote bag constructed?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Project assessment -Process assessment

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Finishing the Tote Bag
Indigenous Kenyan Instrumental Ensembles - Display and Appreciation

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

-Finish the tote bag by trimming, embellishing, and ironing.
-Create a functional bag for storing Creative Arts equipment.
-Value the finishing process in creative work.

Learner is guided to:
-Finish the tote bag by trimming excess threads and fabric.
-Add embellishments such as beads or buttons if desired.
-Iron the bag to set the dye and create a neat appearance.
-Ensure the bag is functional for storing Creative Arts equipment.

Why is proper finishing important in creative work?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Project assessment -Product assessment

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Display and Appreciation

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

In groups, learners are guided to: