1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing
1.1 String Musical Instruments and Drawing - Classification of String Instruments
1.1 String Musical Instruments and Drawing - String Instruments Crossword Puzzle

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

-Identify string instruments from different indigenous communities in Kenya.
-Value Kenyan indigenous string instruments.

-Classify various string instruments according to their community of origin.
-Appreciate cultural diversity in string instruments.

In groups, learners are guided to:

-Watch videos/observe pictures of real string instruments from Kenya and are guided in identifying the instrument by name and community of origin.
-Visit an institution or a cultural/resource centre in the community to familiarise themselves with Kenyan indigenous string instruments.

-Watch a video clip or observe real string instruments.
-Identify instruments by name, community, and method of playing.
-Group the instruments by the number of strings.
-Discuss how the instruments are played.

Which locally available materials can be used to make a one or two string instrument?
How are indigenous Kenyan string instruments identified by communities of origin?

MENTOR Creative Arts Grade 6 Learner's Book Page 1-4
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 3-4
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 4

-Observation -Oral questions -Self-assessment
-Observation -Peer assessment and feedback -Written Tests

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Parts of String Instruments
1.1 String Musical Instruments and Drawing - String Instrument Function Analysis

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

-Identify the parts of a string instrument.
-Describe the function of each part of a string instrument.
-Value the knowledge of string instrument parts.

In groups, learners are guided to:

-Look at a displayed Kenyan string instrument.
-Identify and label parts of the instrument.
-Describe the function of each part of the instrument.
-Draw and label parts of a string instrument.

What are the functions of each part of a string instrument?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 5-6
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 7

-Observation -Drawing assessment -Oral presentation

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Fiddle Poetry
1.1 String Musical Instruments and Drawing - Recyclable Materials for Fiddle

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

-Recite a poem about a fiddle.
-Perform the poem with appropriate gestures.
-Show interest in creative expressions about instruments.

In groups, learners are guided to:

-Take turns to recite the poem "My Fiddle".
-Add appropriate gestures while reciting.
-Discuss the content of the poem related to a fiddle.
-Create own verse about string instruments.

How can poetry enhance understanding of musical instruments?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 8
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 9-10

-Observation -Performance rubric -Self-assessment

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Fiddle Resonator Preparation
1.1 String Musical Instruments and Drawing - Fiddle Neck Construction
1.1 String Musical Instruments and Drawing - Stippling Technique

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

-Prepare the resonator for a fiddle.
-Demonstrate care when using tools.
-Show patience in crafting.

In groups, learners are guided to:

-Prepare the resonator using a cylindrical piece of wood, carton materials, or a gourd.
-Cut to size and hollow out as needed.
-Observe safety while using cutting tools.

How is a resonator prepared for a string instrument?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 10-11
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 11-12
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 12-13

-Observation -Project work assessment -Self-assessment

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Drawing with Stippling
1.1 String Musical Instruments and Drawing - Digital Research

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

-Identify items shaded using the stippling technique.
-Explain how the stippling technique creates texture and form.
-Appreciate the artistic effects of stippling.

In groups, learners are guided to:

-Study different drawings and identify those using stippling technique.
-Discuss the texture of forms in the pictures.
-Research about overlapping in drawing.
-Discuss how placement of forms creates balance in a picture.

How is tone created while using the stippling technique?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 13-14
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 14-15

-Observation -Oral presentation -Written assessment

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Preparation for Still Life
1.1 String Musical Instruments and Drawing - Beginning the Stippling Process
1.1 String Musical Instruments and Drawing - Developing Tone and Texture
1.1 String Musical Instruments and Drawing - Completing the Still Life

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

-Arrange musical instruments for a still life drawing.
-Sketch the general outline of the instruments.
-Show care in the arrangement of forms.

-Build up tone using stippling technique.
-Create texture through dot density variations.
-Show attention to detail in the stippling process.

In groups, learners are guided to:

-Arrange string instruments for a still life drawing.
-Sketch a still life composition of the arranged instruments.
-Ensure balance of forms between each object and within the picture plane.
-Decide on the direction of light and where shadows will be cast.

-Apply more and darker dots on parts facing away from light.
-Maintain a balance of tones across the whole still life.
-Create denser dots on rough areas and fewer dots on smooth areas to create texture.

How does light direction affect shadows in a still life drawing?
How can stippling create different textures in a drawing?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 15-16
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 16-17
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 17-18
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 18-19

-Observation -Project assessment -Self-assessment
-Observation -Project work assessment -Self-assessment

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Project Assessment
1.2 Volleyball - The Underarm Service

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

-Form music and art clubs for creative activities.
-Create a fiddle using locally available materials.
-Shade string instruments using stippling technique.
-Provide constructive feedback on artworks.

-In groups, form a music club as well as an art club.
-Make a fiddle in your Music Club using locally available materials.
-Shade string instruments from different communities in Kenya using stippling technique.
-Comment on your work as well as other learners' work.
-Make suggestions for improvement.

How can we improve our artistic skills through club activities?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 19
-MENTOR Creative Arts Grade 6 Learner's Book Page 39-40
-Pictures of underarm service
-Video clips of Volleyball games
-Digital devices for watching videos
-Volleyball court diagram

-Project assessment -Peer feedback -Exhibition -Portfolio assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Underarm Service Observation
1.2 Volleyball - Safety Measures
1.2 Volleyball - Stance for Underarm Service

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

-Observe the underarm service during a Volleyball game.
-Demonstrate the underarm service as observed.
-Appreciate the importance of observation in learning sports skills.

In groups, learners are guided to:

-Watch a Volleyball game guided by the teacher.
-Observe the players as they play.
-Identify underarm service during the game.
-Demonstrate how underarm service is performed.

What safety measures should be observed when playing Volleyball?

-MENTOR Creative Arts Grade 6 Learner's Book Page 40-41
-Volleyball court
-Volleyballs
-Video recording device
-Safety equipment
-First aid kit
-MENTOR Creative Arts Grade 6 Learner's Book Page 41
-Safety equipment (knee pads)
-Sports uniform
-Volleyball
-Volleyball net
-MENTOR Creative Arts Grade 6 Learner's Book Page 41-42
-Demonstration area
-Position markers
-Charts showing correct stance
-Whistle

-Observation -Demonstration -Peer assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Grip and Ball Positioning
1.2 Volleyball - Execution of Underarm Service

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

-Demonstrate the correct grip for underarm service.
-Position the ball correctly before service.
-Show commitment to mastering grip techniques.

In groups, learners are guided to:

-Hold the ball in non-serving hand.
-Extend the non-serving hand in front at waist level.
-Form a fist with serving hand or have an open palm.
-Practice the grip and ball positioning in pairs.

How does grip affect the quality of the underarm service?

-MENTOR Creative Arts Grade 6 Learner's Book Page 42
-Volleyballs
-Demonstration area
-Charts showing correct grip
-Pictures of grip positions
-Volleyball court
-Whistle
-Demonstration charts
-Skill progression cards

-Observation -Demonstration -Skills checklist

1.0 CREATING AND EXECUTION

1.2 Volleyball - Follow-through
1.2 Volleyball - Practicing Underarm Service

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

-Demonstrate proper follow-through after service.
-Explain the importance of follow-through.
-Appreciate the role of follow-through in service effectiveness.

In groups, learners are guided to:

-Continue moving the arm in the direction of the hit ball.
-Practice follow-through to complete the service motion.
-Analyze how follow-through affects ball direction and speed.

Why is follow-through important in underarm service?

-MENTOR Creative Arts Grade 6 Learner's Book Page 42-43
-Volleyballs
-Demonstration area
-Video clips showing follow-through
-Feedback charts
-MENTOR Creative Arts Grade 6 Learner's Book Page 43
-Volleyball court
-Whistle
-Ball collectors
-Feedback forms

-Observation -Skills assessment -Self-evaluation

1.0 CREATING AND EXECUTION

1.2 Volleyball - Target Practice
1.2 Volleyball - Service Practice in Game Situation
1.2 Volleyball - Single Hand Dig Pass
1.2 Volleyball - Types of Dig Passes
1.2 Volleyball - Observing Dig Pass in Games

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

-Aim the underarm service at a specific target.
-Improve service accuracy through practice.
-Value precision in Volleyball skills.

-Identify the single hand dig pass in Volleyball.
-Describe the position of hands and legs during a dig pass.
-Show interest in learning the dig pass technique.

-Place cartons at corners of back line on one side of court.
-Line up on opposite side.
-Serve the ball aiming to hit directly into the carton.
-Practice stance, toss and underarm service.
-Give honest feedback to each other.

-Study a picture of single hand dig pass.
-Discuss what the learner is doing in the picture.
-Analyze the position of the hands and legs.
-Watch a video clip showing how to perform a single hand dig pass.

How can accuracy be improved in underarm service?
How is the single hand dig pass executed in Volleyball?

-MENTOR Creative Arts Grade 6 Learner's Book Page 43
-Volleyballs
-Cartons for targets
-Volleyball court
-Accuracy record sheets
-Whistle
-MENTOR Creative Arts Grade 6 Learner's Book Page 43-44
-Volleyball net
-Score sheets
-MENTOR Creative Arts Grade 6 Learner's Book Page 44
-Pictures of single hand dig pass
-Video clips of dig pass techniques
-Digital devices
-Demonstration area
-MENTOR Creative Arts Grade 6 Learner's Book Page 44-45
-Charts comparing dig passes
-Video clips of different passes
-Volleyballs
-MENTOR Creative Arts Grade 6 Learner's Book Page 45
-Volleyball court
-Volleyball players
-Video recording of games
-Observation sheets

-Target hitting accuracy -Observation -Peer feedback
-Observation -Oral questioning -Video analysis

1.0 CREATING AND EXECUTION

1.2 Volleyball - Executing Single Hand Dig Pass
1.2 Volleyball - Practicing Single Hand Dig Pass

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

-Demonstrate the body position for single hand dig pass.
-Position the arms correctly for the dig.
-Show confidence in attempting the skill.

In groups, learners are guided to:

-Stand with feet shoulder-width apart.
-Bend the trunk, keeping the back straight.
-Keep eyes on the ball.
-Stretch one arm out to reach for the ball.
-Practice the body position in pairs.

How does body positioning affect the effectiveness of a dig pass?

-MENTOR Creative Arts Grade 6 Learner's Book Page 45
-Volleyballs
-Demonstration area
-Position markers
-Charts showing correct positioning
-MENTOR Creative Arts Grade 6 Learner's Book Page 45-46
-Practice area
-Feedback forms
-Demonstration charts

-Demonstration assessment -Peer feedback -Position checklist

1.0 CREATING AND EXECUTION

1.2 Volleyball - Continuous Dig Practice
1.2 Volleyball - Dig on the Run

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

-Perform continuous single hand digs.
-Maintain control of the ball during multiple digs.
-Demonstrate perseverance in skill practice.

In groups, learners are guided to:

-In pairs, take turns to practice the single hand dig pass.
-Throw the ball up then dig it upwards.
-Do continuous single hand digs until the ball falls down.
-Count the number of successful digs.
-Try to increase the number with each attempt.

How can control be maintained during continuous digs?

-MENTOR Creative Arts Grade 6 Learner's Book Page 46
-Volleyballs
-Practice area
-Counting sheets
-Stopwatch
-Record cards
-Markers for positions
-Whistle
-Movement patterns chart

-Counting successful digs -Progress tracking -Self-assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Mini Game Introduction
1.2 Volleyball - Mini Game Rules

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

-Apply underarm service and dig pass in a mini game.
-Follow basic Volleyball rules.
-Show teamwork during play.

In groups, learners are guided to:

-Form teams of 6 players each.
-Play a mini Volleyball game.
-Focus on using underarm service to start play.
-Use single hand dig pass during the game.
-Follow basic Volleyball rules.

How are underarm service and dig pass applied in a game?

-MENTOR Creative Arts Grade 6 Learner's Book Page 46-47
-Volleyball court
-Volleyballs
-Volleyball net
-Whistle
-Score sheets
-Rule book
-MENTOR Creative Arts Grade 6 Learner's Book Page 47
-Volleyball rules poster
-Boundary markers
-Score cards

-Game situation assessment -Team cooperation -Skill application evaluation

1.0 CREATING AND EXECUTION

1.2 Volleyball - Mini Tournament
1.3 Rhythm and Pattern Making (20 lessons)

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

-Participate in a mini Volleyball tournament.
-Apply learned skills in competitive play.
-Show fair play and sportsmanship.

In groups, learners are guided to:

-Set up games going to 5-11 points (must win by 2 points).
-Teams switch courts after a game.
-Losing team moves off and new team comes in.
-Discuss performance and technique after games.
-Focus on application of underarm service and dig pass.

How can tournaments help improve game skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 47
-Volleyball court
-Volleyballs
-Score boards
-Whistle
-Tournament brackets
-MENTOR Creative Arts Grade 6 Learner's Book Page 51
-Audio/video of "Hot Cross Buns"
-Digital devices for playback
-Rhythm charts
-Percussion instruments

-Tournament performance -Skill application assessment -Team evaluation

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Humpty Dumpty
1.3 Rhythm and Pattern Making - Mary Had a Little Lamb
1.3 Rhythm and Pattern Making - French Rhythm Names
1.3 Rhythm and Pattern Making - Rhythmic Pattern Performance
1.3 Rhythm and Pattern Making - Rhythm Game

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

-Identify rhythmic patterns in the song Humpty Dumpty.
-Recite French rhythm names for the song.
-Demonstrate rhythm through clapping.

-Clap given rhythmic patterns.
-Perform body percussion to rhythmic patterns.
-Show coordination in rhythm performance.

In groups, learners are guided to:

-Listen to the rhythm of the song Humpty Dumpty.
-Clap the rhythm of the song.
-Recite the French rhythm names of the rhythm of the song.
-Identify words that carry specific sounds (taa-aa, taa-aa-aa, taa).
-Recite taa-aa-aa repeatedly to experience a dotted minim.

-Clap given rhythmic patterns.
-Carry out various body percussion actions while performing the rhythms (tapping shoulders, stamping feet).
-Combine different body percussion sounds with rhythms.

What rhythmic patterns are found in familiar songs?
How can body percussion enhance rhythmic understanding?

-MENTOR Creative Arts Grade 6 Learner's Book Page 51-52
-Audio recording of "Humpty Dumpty"
-Rhythm flash cards
-Digital devices
-Charts showing French rhythm names
-MENTOR Creative Arts Grade 6 Learner's Book Page 52
-Audio recording of "Mary Had a Little Lamb"
-Musical notation charts
-Digital playback device
-Rhythm cards
-MENTOR Creative Arts Grade 6 Learner's Book Page 52-53
-French rhythm name charts
-Metronome
-Percussion instruments
-MENTOR Creative Arts Grade 6 Learner's Book Page 53
-Rhythm pattern cards
-Body percussion demonstrations
-Audio examples
-Metronome
-Rhythm game instructions
-Body percussion demonstration videos
-Flash cards with rhythm patterns

-Rhythm clapping assessment -Oral questioning -Group performance
-Body percussion coordination -Rhythm accuracy assessment -Peer assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Note Values and Rests
1.3 Rhythm and Pattern Making - Grandfather's Clock

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

-Identify French rhythm names and their note values.
-Recognize rest symbols corresponding to notes.
-Value the role of silence in music.

In groups, learners are guided to:

-Learn about French rhythm names and their corresponding note values (semibreve, minim, crotchet, quaver).
-Understand that each note has a corresponding rest symbol.
-Study a table showing notes, French rhythm names, note symbols, and rest symbols.

Why are rests important in music?

-MENTOR Creative Arts Grade 6 Learner's Book Page 53-54
-Note value and rest charts
-Musical notation examples
-Flash cards
-Rhythm worksheets
-MENTOR Creative Arts Grade 6 Learner's Book Page 54
-Audio recording of "My Grandfather's Clock"
-Sheet music with rest markings
-Digital playback device
-Rest symbol charts

-Written assessment -Matching exercise -Oral questioning

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Drawing Rest Symbols
1.3 Rhythm and Pattern Making - Where am I Hiding Game

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

-Draw various musical rest symbols.
-Show the duration of each rest.
-Demonstrate neatness in music notation.

In groups, learners are guided to:

-Watch a video clip showing rest symbols.
-Draw the semibreve rest, minim rest, and crotchet rest.
-Show the duration of each rest drawn.
-Practice writing rest symbols neatly and accurately.

How are rest symbols drawn and used in music notation?

-MENTOR Creative Arts Grade 6 Learner's Book Page 54
-Video clip on rest symbols
-Digital devices
-Manuscript paper
-Drawing tools
-Rest symbol charts
-Rhythm game video
-Rhythm cards with rests
-Game instructions

-Drawing assessment -Duration explanation -Notation neatness

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Kookaburra Song
1.3 Rhythm and Pattern Making - Composing with Rhythm Cards
1.3 Rhythm and Pattern Making - Digital Research on Rhythms

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

-Perform the song Kookaburra with appropriate rests.
-Identify rests in the song.
-Record and share rhythm performances.

In groups, learners are guided to:

-Watch a video of the song Kookaburra.
-Perform the song to family members and friends.
-Identify instances where musical rests are used.
-Write the French rhythm names of the song.
-Record recitation and share with classmates.

How can we identify and apply rests in familiar songs?

-MENTOR Creative Arts Grade 6 Learner's Book Page 55
-Video of "Kookaburra" song
-Recording device
-Sheet music
-Digital portfolio storage
-Materials for making rhythm cards
-Box for card storage
-Rhythm patterns guide
-Digital devices with internet
-Online rhythm resources
-Presentation materials
-Rhythm composition guides

-Performance assessment -Rest identification -Recording quality -Peer feedback

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Repetition Technique
1.3 Rhythm and Pattern Making - Variation Technique

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

-Create rhythms using repetition technique.
-Identify repeated sounds in rhythmic patterns.
-Appreciate the effect of repetition in music.

In groups, learners are guided to:

-Learn that rhythms can be created by repeating a particular note (repetition technique).
-Clap rhythms created using repetition method.
-Identify which sound is repeated in example patterns.
-Compose simple rhythmic patterns using repetition technique.

How does repetition enhance rhythm in music?

-MENTOR Creative Arts Grade 6 Learner's Book Page 55-56
-Rhythm examples using repetition
-Recording of repeated rhythms
-Composition worksheets
-Percussion instruments
-MENTOR Creative Arts Grade 6 Learner's Book Page 56
-Rhythm examples with variation
-Comparison charts

-Pattern creation assessment -Repetition identification -Composition technique

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Combined Techniques
1.3 Rhythm and Pattern Making - Three-beat Patterns
1.3 Rhythm and Pattern Making - Music Alone Shall Live
1.3 Rhythm and Pattern Making - Wakulima Song

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

-Compose rhythms using combined techniques.
-Incorporate rests into rhythmic patterns.
-End patterns appropriately on long notes.

-Perform the song "Music Alone Shall Live" with proper stress.
-Conduct in three-beat pattern.
-Appreciate the conducting pattern for three beats.

In groups, learners are guided to:

-Learn that rhythm can be composed by combining techniques: repeating notes, creating variation, applying rests, and ending on a long note.
-Clap example rhythms using combined techniques.
-Identify which notes are repeated and where rests are used.
-Compose rhythms using combined techniques.

-Sing the song "Music Alone Shall Live" with appropriate accents.
-Study the conducting pattern for three-beat music.
-Practice conducting three-beat pattern.
-Sing the song while conducting the performance.

How can different rhythm techniques be combined effectively?
How does conducting help maintain three-beat patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 56-57
-Examples of combined technique rhythms
-Composition worksheets
-Rhythm notation tools
-Display materials for patterns
-MENTOR Creative Arts Grade 6 Learner's Book Page 57
-Three-beat pattern examples
-Counting charts
-Percussion instruments
-Metronome
-MENTOR Creative Arts Grade 6 Learner's Book Page 57-58
-Sheet music for "Music Alone Shall Live"
-Conducting pattern diagrams
-Audio recording of the song
-Conducting batons (optional)
-MENTOR Creative Arts Grade 6 Learner's Book Page 58
-Sheet music for "Wakulima" song
-Percussion instruments
-Conducting patterns guide

-Pattern complexity assessment -Technique incorporation -Composition creativity -Final pattern performance
-Singing with stress assessment -Conducting technique -Coordination assessment -Performance quality

1.0 CREATING AND EXECUTION
2.0 PERFORMING AND DISPLAYING

1.3 Rhythm and Pattern Making - Three-beat Improvisation
1.3 Rhythm and Pattern Making - Songs in Three-beat Pattern
2.1 Athletics - Long Jump (12 lessons)

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

-Play three-beat rhythms on percussion instruments.
-Improvise personal three-beat patterns.
-Lead others in following rhythmic patterns.

In groups, learners are guided to:

-In groups, play given three-beat rhythms on drums or other percussion instruments.
-Improvise personal three-beat rhythmic patterns.
-Play the improvised rhythm on the drum as classmates mark the beat.
-Take turns leading and following rhythmic patterns.

How can we create and lead our own three-beat rhythms?

-MENTOR Creative Arts Grade 6 Learner's Book Page 59
-Drums and percussion instruments
-Rhythm pattern cards
-Improvisation guidelines
-Recording device
-Resources for song research
-Percussion instruments
-Recording devices
-Digital portfolio storage
-Playback equipment
-MENTOR Creative Arts Grade 6 Learner's Book Page 125
-Pictures of long jump field
-Video clips of long jump
-Digital devices
-Charts showing parts of long jump field

-Rhythm accuracy -Improvisation creativity -Leadership skills -Group participation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique in Long Jump
2.1 Athletics - Sail Technique Approach

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

-Describe the stages of long jump using the sail technique.
-Identify possible injuries in long jump.
-Value safety in long jump practice.

In groups, learners are guided to:

-Study pictures showing long jump technique.
-Describe the stages of long jump shown in the picture.
-Discuss possible injuries that can happen if the sand pit is poorly maintained.
-Watch a video clip showing the sail technique in Long jump.

Why is it important to maintain a tempo in athletics?

-MENTOR Creative Arts Grade 6 Learner's Book Page 126
-Pictures of sail technique
-Video clips
-Digital devices
-Safety guidelines charts
-MENTOR Creative Arts Grade 6 Learner's Book Page 126-127
-Long jump runway
-Markers for strides
-Demonstration area
-Safety equipment

-Picture analysis -Oral questioning -Discussion participation -Video comprehension

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Take-off
2.1 Athletics - Sail Technique Flight

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

-Perform the take-off phase of sail technique.
-Position the foot correctly on the take-off board.
-Demonstrate proper body lift during take-off.

In groups, learners are guided to:

-Place one foot on the take-off board or line.
-Lift the body off the ground.
-Avoid stepping beyond the take-off board.
-Practice the take-off motion with correct foot placement.

How does proper take-off affect jump distance?

-MENTOR Creative Arts Grade 6 Learner's Book Page 127
-Long jump pit with take-off board
-Take-off board markers
-Demonstration charts
-Safety equipment
-Long jump pit
-Flight position demonstration charts
-Video demonstrations

-Take-off technique -Foot placement -Body lift assessment -Safety observation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Landing
2.1 Athletics - Practicing Sail Technique

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

-Perform the landing phase of sail technique.
-Position the body correctly for landing.
-Demonstrate safe landing technique.

In groups, learners are guided to:

-On contact with the ground, let knees give in to absorb shock.
-Keep the head low and bring trunk forward to prevent sitting back.
-Bring hands forward to assist the movement.
-Practice safe landing technique.

Why is proper landing technique important for safety?

-MENTOR Creative Arts Grade 6 Learner's Book Page 127
-Long jump pit with sand
-Landing technique charts
-Video demonstrations
-Safety equipment
-MENTOR Creative Arts Grade 6 Learner's Book Page 127-128
-Long jump field
-Markers for practice stations
-Observation checklists
-Feedback forms

-Landing technique -Body position -Shock absorption -Safety observation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Full Sail Technique Practice
2.1 Athletics - High Jump Facility
2.1 Athletics - Scissors Technique in High Jump
2.1 Athletics - Scissors Technique Practice
2.1 Athletics - Full Scissors Technique Practice

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

-Perform the complete sail technique sequence.
-Execute warm-up and cool-down activities.
-Provide positive feedback to peers.

-Describe the scissors technique in high jump.
-Identify the stages of scissors technique.
-Value safety measures in high jump.

-Do warm-up activities before executing the sail technique.
-Visit the long jump field in or near school.
-Take turns performing the complete sail technique.
-Repeat until mastery is achieved.
-Appreciate peers' efforts through clapping and cheering.
-Perform cool-down exercises after the activity.

-Study pictures showing scissors technique.
-Discuss what the learner is doing in the pictures.
-Discuss the stages numbered in the picture.
-Watch a video clip showing the scissors technique in high jump.

How does regular practice contribute to skill mastery?
How is the scissors technique performed in high jump?

-MENTOR Creative Arts Grade 6 Learner's Book Page 128
-Long jump field
-Warm-up and cool-down guides
-Performance assessment sheets
-Feedback forms
-MENTOR Creative Arts Grade 6 Learner's Book Page 128-129
-Pictures of high jump facility
-High jump facility (if available)
-Charts showing parts of facility
-Video demonstrations
-MENTOR Creative Arts Grade 6 Learner's Book Page 129
-Pictures of scissors technique
-Video clips
-Digital devices
-Safety guidelines charts
-MENTOR Creative Arts Grade 6 Learner's Book Page 130-131
-High jump facility
-Landing mats
-Bar at adjustable heights
-Safety equipment
-Demonstration charts
-MENTOR Creative Arts Grade 6 Learner's Book Page 131
-Warm-up and cool-down guides
-Performance assessment sheets
-Feedback forms

-Complete technique execution -Warm-up/cool-down participation -Performance improvement -Peer appreciation
-Technique description -Stage identification -Safety awareness -Discussion participation

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder (16 lessons)
2.2 Descant Recorder - Finger Positions

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

-Position fingers correctly on the descant recorder.
-Identify finger holes closed by left and right hands.
-Show interest in playing the descant recorder.

In groups, learners are guided to:

-Observe pictures showing correct finger positioning.
-Position fingers on descant recorder as guided in pictures.
-Observe the finger holes closed by left-hand and right-hand fingers.
-Identify which finger closes the back hole.
-Discuss which finger supports the recorder when playing.

How do you produce a good tone on a descant recorder?

-MENTOR Creative Arts Grade 6 Learner's Book Page 135-136
-Descant recorders
-Finger position charts
-Demonstration videos
-Digital devices
-MENTOR Creative Arts Grade 6 Learner's Book Page 136
-Note identification cards
-Pitch demonstration recordings

-Observation -Finger positioning assessment -Oral questions -Participation

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Digital Research
2.2 Descant Recorder - Notes C and C'

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

-Search for information about playing the descant recorder.
-Explain finger positions for playing different notes.
-Value digital research for learning.

In groups, learners are guided to:

-Use a digital device to search for and watch video clips on playing notes C D E F G A B C' D'.
-Answer questions about finger positioning for note C.
-Identify which note is played when closing specific holes.
-Name the part of the recorder used to produce sound.

What resources are available online for learning recorder?

-MENTOR Creative Arts Grade 6 Learner's Book Page 136-137
-Digital devices
-Internet access
-Video links
-Descant recorders
-Note charts
-MENTOR Creative Arts Grade 6 Learner's Book Page 137
-Note C and C' charts
-Pitch comparison recordings
-Finger position guides

-Digital research skills -Information application -Question responses -Note identification

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Notes D and D'
2.2 Descant Recorder - Note E

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

-Identify finger positions for notes D and D'.
-Play notes D and D' on the descant recorder.
-Compare the pitch between Notes D and D'.

In groups, learners are guided to:

-Study pictures showing finger positions for notes D and D'.
-Count how many finger holes are closed when playing note D.
-Determine how many fingers are used to play note D.
-Identify what happens to the back hole when playing D and D'.
-Cover the holes as shown and listen to pitches produced.
-Compare pitches between Notes D and D'.
-Practice playing the notes.

How do notes D and D' differ in finger position and sound?

-MENTOR Creative Arts Grade 6 Learner's Book Page 137-138
-Descant recorders
-Note D and D' charts
-Pitch comparison recordings
-Finger position guides
-MENTOR Creative Arts Grade 6 Learner's Book Page 138-139
-Note E charts
-Comparative note recordings

-Finger position accuracy -Playing technique -Pitch comparison -Practice participation

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Note F
2.2 Descant Recorder - Playing Posture
2.2 Descant Recorder - Note Recognition

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

-Identify finger positions for note F.
-Play note F on the descant recorder.
-Compare note F with previously learned notes.

In groups, learners are guided to:

-Study a picture showing finger position for note F.
-Discuss how to play Note F on a descant recorder.
-Identify the finger holes that are open when playing Note F.
-Cover the holes as shown and listen to sound produced.
-Compare the sound with notes previously learned.
-Practice playing note F with group members.

How does note F compare to previously learned notes?

-MENTOR Creative Arts Grade 6 Learner's Book Page 139
-Descant recorders
-Note F charts
-Comparative note recordings
-Finger position guides
-MENTOR Creative Arts Grade 6 Learner's Book Page 139-140
-Posture demonstration charts
-Mirrors for self-observation
-Feedback forms
-MENTOR Creative Arts Grade 6 Learner's Book Page 140
-Note identification charts
-Sol-fa ladder diagrams
-Ascending/descending practice guides

-Finger position accuracy -Playing technique -Sound comparison -Practice participation

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Posture and Tonguing
2.2 Descant Recorder - Jingle Bells Melody
2.2 Descant Recorder - London Bridge Melody
2.2 Descant Recorder - Kenya National Anthem

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

-Demonstrate correct posture for playing.
-Apply tonguing technique when playing.
-Play notes with improved sound quality.

-Play the melody of "London Bridge".
-Apply rhythm to the melody.
-Follow hygiene measures for recorder use.

In groups, learners are guided to:

-Watch a video clip on the posture and tonguing on the descant recorder.
-Identify the correct posture when playing.
-Understand what tonguing is as a technique.
-Imitate the guide on tonguing technique.
-Play notes C, D, E, F, G, A, B, C', and D' ascending and descending using tonguing technique.

-Practice playing the "London Bridge" melody using a descant recorder.
-Hum the melody of the song.
-Clap to the rhythm, sounding the French rhythm names.
-Discuss hygiene measures to observe when using a descant recorder.
-Learn how to care for the recorder after playing.
-Practice playing the melody and perform for classmates.

How does tonguing affect sound quality on the recorder?
Why are hygiene practices important when playing the recorder?

-MENTOR Creative Arts Grade 6 Learner's Book Page 140-141
-Digital devices
-Video on posture and tonguing
-Descant recorders
-Demonstration guides
-MENTOR Creative Arts Grade 6 Learner's Book Page 141-142
-"Jingle Bells" sheet music
-Video tutorial
-Digital playback device
-Rhythm cards
-MENTOR Creative Arts Grade 6 Learner's Book Page 142
-Descant recorders
-"London Bridge" sheet music
-Rhythm cards
-Recorder cleaning supplies
-Hygiene guidelines
-MENTOR Creative Arts Grade 6 Learner's Book Page 142-143
-Recording of Kenya National Anthem
-Digital playback device
-Lyrics of the National Anthem
-Information on Anthem protocol

-Posture demonstration -Tonguing technique -Sound quality assessment -Ascending/descending playing
-Melody playing accuracy -Rhythm application -Hygiene practices -Performance for feedback

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Playing the National Anthem
2.2 Descant Recorder - Performance Practice

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

-Play the Kenya National Anthem on the descant recorder.
-Apply correct fingering and posture.
-Demonstrate pride in the National Anthem.

In groups, learners are guided to:

-Using a descant recorder, play the Kenya National Anthem melody.
-Sit upright, observe correct finger positioning.
-Play while tonguing notes.
-Individually practice playing the melody.
-Perform the melody during school assembly or functions.
-Provide feedback for improvement.

How can playing the National Anthem foster national identity?

-MENTOR Creative Arts Grade 6 Learner's Book Page 143
-Descant recorders
-National Anthem sheet music
-Finger position guides
-Performance space
-Recording device
-All learned sheet music
-Audience feedback forms

-Playing accuracy -Fingering technique -Performance quality -Patriotic expression

2.0 PERFORMING AND DISPLAYING
PERFORMANCE AND DISPLAY

2.2 Descant Recorder - Instrument Care
Swimming - Body Position in Breaststroke

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

-Demonstrate proper cleaning of the recorder.
-Explain maintenance practices for the instrument.
-Value instrument care as a responsible habit.

In groups, learners are guided to:

-Learn the correct way to clean a descant recorder after use.
-Demonstrate disassembling, cleaning, and reassembling the recorder.
-Discuss proper storage of the instrument.
-Understand how proper maintenance extends instrument life.
-Create a cleaning and maintenance routine.

Why is instrument care important for longevity and hygiene?

-MENTOR Creative Arts Grade 6 Learner's Book Page 143
-Descant recorders
-Cleaning supplies
-Maintenance guidelines
-Storage containers
-Demonstration videos
MENTOR Creative Arts Grade 6 Learner's Book Page 167

-Cleaning demonstration -Maintenance knowledge -Storage practices -Routine development

PERFORMANCE AND DISPLAY

Swimming - Breaststroke Technique
Swimming - Observing Breaststroke
Swimming - Body Position in Inverted Breaststroke

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

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

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

How is breaststroke performed in swimming?

MENTOR Creative Arts Grade 6 Learner's Book Page 167-168
MENTOR Creative Arts Grade 6 Learner's Book Page 168
MENTOR Creative Arts Grade 6 Learner's Book Page 169

- Observation -Oral questions -Discussion

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
Swimming - Rhythm Establishment in Inverted Breaststroke
Swimming - Practising Floatation

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.

-Establish rhythm in inverted breaststroke.
-Coordinate arm, leg, and breathing actions.
-Value the establishment of rhythm 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.
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 is the leg action performed in inverted breaststroke?
How do we establish proper rhythm in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 170-171
MENTOR Creative Arts Grade 6 Learner's Book Page 171
MENTOR Creative Arts Grade 6 Learner's Book Page 171-172
MENTOR Creative Arts Grade 6 Learner's Book Page 172

- Observation -Skill assessment -Self-assessment
- Observation -Skill assessment -Performance analysis

PERFORMANCE AND DISPLAY

Swimming - Practising Arm Action
Swimming - Practising Leg Action
Swimming - Coordinating Arms and Legs

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

-Perform warm-up activities before swimming.
-Execute the 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
MENTOR Creative Arts Grade 6 Learner's Book Page 173-174

- Observation -Skill assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Glide Game
Swimming - Montage Technique Introduction

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

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

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

How can games help improve our inverted breaststroke technique?

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

- Observation -Game assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Montage Material Collection
Swimming - Creating a Montage

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

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

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

What materials are suitable for creating a montage?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Materials collection assessment -Portfolio

PERFORMANCE AND DISPLAY

Swimming - Displaying and Evaluating Montages
Swimming - Video Analysis

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

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

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

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

MENTOR Creative Arts Grade 6 Learner's Book

- Exhibition -Peer assessment -Video analysis

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Slab Technique Identification
2.4 Indigenous Kenyan Craft - Clay Preparation
2.4 Indigenous Kenyan Craft - Modelling a Vase
2.4 Indigenous Kenyan Craft - Slab Cutting and Assembly
2.4 Indigenous Kenyan Craft - Form Building

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

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

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

In groups, learners are guided to:

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

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

What decorative techniques are used in indigenous pottery?
How are clay pieces joined effectively?

-MENTOR Creative Arts Grade 6 Learner's Book Page 159
-Pictures of decorated pottery
-Decoration technique guides
-Magnifying glasses for detail
-Pattern examples
-Craft appreciation prompts
-MENTOR Creative Arts Grade 6 Learner's Book Page 159-160
-Clay preparation demonstration
-Clay samples in various stages
-Storage containers
-Process charts
-Safety guidelines
-MENTOR Creative Arts Grade 6 Learner's Book Page 160-161
-Clay
-Modelling tools
-Sketching materials
-Rolling pins
-Workspace protection
-Reference images
-MENTOR Creative Arts Grade 6 Learner's Book Page 161
-Clay slabs
-Cutting tools
-Slip clay
-Joining tools
-Measurement tools
-Reference models
-MENTOR Creative Arts Grade 6 Learner's Book Page 162
-Clay slabs and pieces
-Drying area
-Progress monitoring sheet
-Reference photos

-Item identification -Decoration description -Craft appreciation -Technique understanding -Discussion participation
-Cutting precision -Joining technique -Slip application -Joint compaction -Building skill -Proportional awareness

2.0 PERFORMING AND DISPLAYING

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

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

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

In groups, learners are guided to:

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

How do decorations enhance pottery items?

-MENTOR Creative Arts Grade 6 Learner's Book Page 162-163
-Decoration tools
-Example items
-Technique charts
-Decoration materials
-Visual aids
-Leather-hard clay samples
-MENTOR Creative Arts Grade 6 Learner's Book Page 163
-Leather-hard clay vases
-Stamping tools
-Burnishing tools
-Support materials
-Decoration guides
-Example pieces

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

2.0 PERFORMING AND DISPLAYING

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

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

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

In groups, learners are guided to:

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

Why are drying and firing critical to pottery success?

-MENTOR Creative Arts Grade 6 Learner's Book Page 163-164
-Drying covers
-Storage area
-Firing pit diagram
-Kiln information
-Timeline for drying/firing
-Safety guidelines
-MENTOR Creative Arts Grade 6 Learner's Book Page 164
-Display area
-Display stands
-Lighting
-Feedback forms
-Critique guidelines
-Reflection prompts

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

2.0 PERFORMING AND DISPLAYING

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

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

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

In groups, learners are guided to:

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

How have traditional pottery methods evolved over time?

-MENTOR Creative Arts Grade 6 Learner's Book Page 164-165
-Technique information sheets
-Process diagrams
-Traditional kiln information
-Historical context materials
-Visual aids
-Example pieces
-MENTOR Creative Arts Grade 6 Learner's Book Page 165
-Clay and tools
-Workspace
-Decoration materials
-Firing facility
-Display area
-Evaluation forms

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

2.0 PERFORMING AND DISPLAYING
APPRECIATION IN CREATIVE ARTS
APPRECIATION IN CREATIVE ARTS

2.4 Indigenous Kenyan Craft - Cultural Significance
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:

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

In groups, learners are guided to:

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

How does pottery reflect cultural identity?

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

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

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Creating a Catalogue
Analysis of Creative Arts Works - Creating and Displaying Artwork
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 artists and types of artworks.
-Identify materials and techniques used in artworks.
-Create a catalogue of exhibited artworks.

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

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.
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 do we create an effective catalogue of exhibited artworks?
How is pitch used as an element of music?

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

- Observation -Project assessment -Peer assessment
- Observation -Performance assessment -Group discussion

APPRECIATION IN CREATIVE ARTS

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

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

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

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

How is rhythm used in musical compositions?

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

- Observation -Performance assessment -Discussion

APPRECIATION IN CREATIVE ARTS

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

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

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

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

How does tempo affect musical performance?

MENTOR Creative Arts Grade 6 Learner's Book Page 192-193
MENTOR Creative Arts Grade 6 Learner's Book Page 193-194
MENTOR Creative Arts Grade 6 Learner's Book Page 194-195

- Observation -Performance assessment -Oral presentation

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

-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:
-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.
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 instruments make up a wind ensemble?
What factors contribute to successful ensemble playing?

MENTOR Creative Arts Grade 6 Learner's Book Page 150-151
MENTOR Creative Arts Grade 6 Learner's Book Page 151-152
MENTOR Creative Arts Grade 6 Learner's Book Page 152-153
MENTOR Creative Arts Grade 6 Learner's Book Page 153-154

- Observation -Word puzzle -Oral presentation
- Observation -Group discussion -Oral presentation

PERFORMANCE AND DISPLAY

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

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

- Observation -Oral presentation -Group discussion

PERFORMANCE AND DISPLAY

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

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

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

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

How does proper tuning affect the quality of ensemble performance?

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

- Observation -Performance assessment -Peer feedback

PERFORMANCE AND DISPLAY

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

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

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

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

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

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Materials collection assessment -Planning assessment

PERFORMANCE AND DISPLAY

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

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

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

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

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

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Project assessment -Creative assessment