1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing

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.

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.

Which locally available materials can be used to make a one or two string instrument?

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

-Observation -Oral questions -Self-assessment

1.0 CREATING AND EXECUTION

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:

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

In groups, learners are guided to:

-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.

How are indigenous Kenyan string instruments identified by communities of origin?

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

-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

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

-Observation -Project work assessment -Self-assessment

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Stippling Technique
1.1 String Musical Instruments and Drawing - Drawing with Stippling

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

-Explain the stippling technique used in drawing.
-Identify areas of light and dark in stippled drawings.
-Show appreciation for the stippling technique in art.

In groups, learners are guided to:

-Study drawings created using stippling technique.
-Discuss how the drawings have been created.
-Analyze the distribution of dots on the drawing.
-Identify the effects created when dots are many or fewer.

Why are some areas in stippled drawings light while others are dark?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 12-13
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 13-14

-Observation -Oral questions -Peer assessment

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Digital Research
1.1 String Musical Instruments and Drawing - Preparation for Still Life

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

-Research online about stippling technique.
-Identify examples of stippled drawings.
-Present findings about the technique.

In groups, learners are guided to:

-Search online for pictures of drawings made using stippling technique.
-Explain how the drawings have been made using stippling technique.
-Discuss the importance of texture in a picture.

What is the importance of texture in a picture?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 14-15
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 15-16

-Digital presentations -Peer assessment -Observation

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Beginning the Stippling Process
1.1 String Musical Instruments and Drawing - Developing Tone and Texture

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

-Apply stippling to begin building forms.
-Create appropriate light and shadow with dot distribution.
-Show patience in the stippling process.

In groups, learners are guided to:

-Start stippling to show the darkest points.
-Apply light stipples across all forms to help start building three-dimensional forms.
-Begin to build up tone by stippling flat spaces and areas defined by curves.

How does the distribution of dots create shadows and highlights?

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

-Observation -Project work assessment -Peer feedback

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Completing the Still Life
1.1 String Musical Instruments and Drawing - Project Assessment

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

-Complete a still life drawing using stippling technique.
-Create shadows and finishing details.
-Value the completed artwork.

In groups, learners are guided to:

-Lightly shade the background and capture shadows cast on the surface.
-Increase the intensity of shadows cast on the ground.
-Ensure a balance of light on the surface by stippling lightly to capture very light shadows.
-Display your work and talk about your own and others' work.

How does completing background elements enhance a still life drawing?

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

-Project completion assessment -Display and critique -Peer feedback

1.0 CREATING AND EXECUTION

1.2 Volleyball - The Underarm Service
1.2 Volleyball - Underarm Service Observation

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

-Identify the underarm service in Volleyball.
-Demonstrate interest in learning Volleyball skills.

In groups, learners are guided to:

-Look at pictures of underarm service in Volleyball.
-Discuss the position of the ball, hands, and legs as shown in the picture.
-Watch a video clip showing how to perform an underarm service.

How is the game of volleyball played?

-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
-MENTOR Creative Arts Grade 6 Learner's Book Page 40-41
-Volleyball court
-Volleyballs
-Video recording device
-Safety equipment
-First aid kit

-Observation -Oral questions -Self-assessment

1.0 CREATING AND EXECUTION

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

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

-Identify safety measures in Volleyball.
-Explain the importance of safety measures.
-Show concern for safety while playing Volleyball.

In groups, learners are guided to:

-Discuss safety measures to be observed when playing Volleyball (proper uniform, flat ground, knee pads, eye on ball, calling out).
-Demonstrate applying safety measures during play.
-Practice safety protocols during game situations.

Why is safety important in Volleyball?

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

-Observation -Oral questioning -Written test on safety measures

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

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.

In groups, learners are guided to:

-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.

How can accuracy be improved in underarm service?

-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

-Target hitting accuracy -Observation -Peer feedback

1.0 CREATING AND EXECUTION

1.2 Volleyball - Single Hand Dig Pass
1.2 Volleyball - Types of Dig Passes

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

-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.

-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 is the single hand dig pass executed in Volleyball?

-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

-Observation -Oral questioning -Video analysis

1.0 CREATING AND EXECUTION

1.2 Volleyball - Observing Dig Pass in Games
1.2 Volleyball - Executing Single Hand Dig Pass

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

-Identify single hand dig pass during a Volleyball game.
-Explain instances when single hand dig pass is used.
-Value observation as a learning tool.

In groups, learners are guided to:

-Watch a game of Volleyball in school.
-Observe as the players play the game.
-Identify single hand dig pass during the game.
-Explain instances when the single hand dig pass was performed.

What situations in a game require a single hand dig pass?

-MENTOR Creative Arts Grade 6 Learner's Book Page 45
-Volleyball court
-Volleyball players
-Video recording of games
-Observation sheets
-Volleyballs
-Demonstration area
-Position markers
-Charts showing correct positioning

-Observation records -Game analysis -Oral presentation

1.0 CREATING AND EXECUTION

1.2 Volleyball - Practicing Single Hand Dig Pass
1.2 Volleyball - Continuous Dig Practice

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

-Perform the single hand dig pass with a partner.
-Execute the throw and dig action correctly.
-Provide constructive feedback to peers.

In groups, learners are guided to:

-In pairs, perform the single hand dig pass by a throw and dig action.
-One throws the ball, the other digs it upwards.
-Catch and throw back for partner to dig.
-Correct each other's performance.
-Practice many times until correct execution.

How can partners help improve each other's dig pass technique?

-MENTOR Creative Arts Grade 6 Learner's Book Page 45-46
-Volleyballs
-Practice area
-Feedback forms
-Demonstration charts
-MENTOR Creative Arts Grade 6 Learner's Book Page 46
-Counting sheets
-Stopwatch
-Record cards

-Partner assessment -Skill execution checklist -Teacher observation

1.0 CREATING AND EXECUTION

1.2 Volleyball - Dig on the Run
1.2 Volleyball - Mini Game Introduction

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

-Perform a dig pass while moving.
-Coordinate movement with digging action.
-Appreciate the dynamic nature of Volleyball skills.

-Form groups and make lines.
-One learner holds a volleyball about 5m away from the line.
-Ball carrier throws to first learner who digs and catches.
-New ball carrier moves to front to throw, previous moves to back of line.
-Continue until all participate in throwing and digging.

How does movement affect the execution of a dig pass?

-MENTOR Creative Arts Grade 6 Learner's Book Page 46
-Volleyballs
-Practice area
-Markers for positions
-Whistle
-Movement patterns chart
-MENTOR Creative Arts Grade 6 Learner's Book Page 46-47
-Volleyball court
-Volleyball net
-Score sheets
-Rule book

-Movement coordination assessment -Group observation -Skill execution checklist

1.0 CREATING AND EXECUTION

1.2 Volleyball - Mini Game Rules
1.2 Volleyball - Mini Tournament

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

-Apply special rules for practicing dig passes.
-Explain boundaries and scoring in Volleyball.
-Respect rules and officials during play.

In groups, learners are guided to:

-Allow each team up to 5 single hand digs to return the ball over the net.
-Learn that balls on boundary lines are "in bounds".
-Understand players should not hit the ball twice in succession.
-Avoid touching the net during play.
-Learn scoring system.

Why are rules important in sports?

-MENTOR Creative Arts Grade 6 Learner's Book Page 47
-Volleyball rules poster
-Boundary markers
-Volleyball court
-Whistle
-Score cards
-Volleyballs
-Score boards
-Tournament brackets

-Rules knowledge test -Game observation -Sportsmanship assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making (20 lessons)
1.3 Rhythm and Pattern Making - Humpty Dumpty

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

-Interpret rhythmic patterns in music.
-Identify the sounds: taa-aa, taa, ta-te.
-Show interest in rhythm interpretation.

In groups, learners are guided to:

-Watch the performance of the song: Hot Cross Buns.
-Sing the song as guided by the teacher.
-Clap the rhythm of the song.
-Recite the French rhythm names of the rhythm of the song.
-Identify words that carry specific sounds.
-Sing the song again while snapping fingers to the rhythm.

How are French rhythm names used to create rhythmic patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 51
-Audio/video of "Hot Cross Buns"
-Digital devices for playback
-Rhythm charts
-Percussion instruments
-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

-Observation -Aural/oral assessment -Performance assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Mary Had a Little Lamb
1.3 Rhythm and Pattern Making - French Rhythm Names

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

-Identify rhythmic patterns in the song Mary Had a Little Lamb.
-Tap fingers to the rhythm of the song.
-Appreciate rhythm in familiar songs.

In groups, learners are guided to:

-Listen to the song Mary Had a Little Lamb.
-Sing the song as guided by the teacher.
-Tap fingers to the rhythm of the song.
-Recite the French rhythm names of the rhythm.
-Identify words that carry specific sounds (taa, taa-aa, taa-aa-aa-aa).
-Experience a semibreve note by reciting taa-aa-aa-aa repeatedly.

How do we recognize different note values in music?

-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
-Rhythm flash cards
-Metronome
-Percussion instruments

-Finger tapping assessment -Oral assessment -Group rhythm work

1.0 CREATING AND EXECUTION

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:

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

In groups, learners are guided to:

-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.

How can body percussion enhance rhythmic understanding?

-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

-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

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

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

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Digital Research on Rhythms
1.3 Rhythm and Pattern Making - Repetition Technique

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

-Research online about rhythm pattern creation.
-Apply research findings to create original rhythms.
-Share findings with classmates.

In groups, learners are guided to:

-Search online for information on creating rhythmic patterns using French rhythm names.
-Discuss research findings.
-Practice creating an original rhythmic pattern based on findings.
-Share created patterns with classmates.

How can digital resources enhance rhythm composition?

-MENTOR Creative Arts Grade 6 Learner's Book Page 55
-Digital devices with internet
-Online rhythm resources
-Presentation materials
-Rhythm composition guides
-MENTOR Creative Arts Grade 6 Learner's Book Page 55-56
-Rhythm examples using repetition
-Recording of repeated rhythms
-Composition worksheets
-Percussion instruments

-Research quality -Online resource utilization -Original pattern creation -Presentation skills

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Variation Technique
1.3 Rhythm and Pattern Making - Combined Techniques

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

-Create rhythms using variation technique.
-Combine long and short notes in patterns.
-Appreciate the contrast created by variation.

In groups, learners are guided to:

-Learn about variation technique in rhythm (combining long and short notes).
-Recite rhythms using French rhythm names.
-Clap the rhythms with variation.
-Identify notes used to create variation in patterns.
-Identify the ending note of patterns.
-Compose rhythmic patterns using variation.

How does variation create interest in rhythm patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 56
-Rhythm examples with variation
-Comparison charts
-Composition worksheets
-Percussion instruments
-MENTOR Creative Arts Grade 6 Learner's Book Page 56-57
-Examples of combined technique rhythms
-Rhythm notation tools
-Display materials for patterns

-Variation identification -Pattern creation -Clapping accuracy -Peer assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Three-beat Patterns
1.3 Rhythm and Pattern Making - Music Alone Shall Live

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

-Identify three-beat patterns in music.
-Count and play beats in groups of three.
-Show appropriate stress on first beat.

In groups, learners are guided to:

-Study three-beat patterns where beats fall into regular groups of three.
-Learn how beats are stressed in three-beat patterns (strong-weak-weak).
-Play the beats by counting as indicated in examples.
-Recite rhythms with appropriate stress.

How are beats grouped and stressed in three-beat 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)

-Beat counting accuracy -Stress placement -Pattern performance -Oral assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Wakulima Song
1.3 Rhythm and Pattern Making - Three-beat Improvisation

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

-Perform "Wakulima" song with three-beat patterns.
-Follow a conductor for three-beat music.
-Improvise three-beat rhythms on percussion.

In groups, learners are guided to:

-Listen to the song "Wakulima Ongezeni Kilimo" played by the teacher.
-Perform the song.
-Select a conductor and practice following them.
-Mark three-beat patterns correctly.
-Improvise three-beat patterns on percussion instruments to accompany the performance.

How can percussion accompany songs in three-beat patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 58
-Sheet music for "Wakulima" song
-Percussion instruments
-Conducting patterns guide
-Audio recording of the song
-MENTOR Creative Arts Grade 6 Learner's Book Page 59
-Drums and percussion instruments
-Rhythm pattern cards
-Improvisation guidelines
-Recording device

-Song performance assessment -Following conductor assessment -Percussion improvisation quality -Group coordination

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Songs in Three-beat Pattern
1.4 Gymnastics

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

-Search for songs in three-beat pattern.
-Perform selected songs with three-beat accompaniment.
-Record performances for feedback.

In groups, learners are guided to:

-In groups, search for at least two songs that are performed in three-beat pattern.
-Sing one of the identified songs.
-Improvise rhythm accompaniment on a percussion instrument during song performance.
-Record the performance and play it for feedback.
-Store recordings in digital portfolio.

How can we identify and perform songs in three-beat pattern?

-MENTOR Creative Arts Grade 6 Learner's Book Page 59
-Resources for song research
-Percussion instruments
-Recording devices
-Digital portfolio storage
-Playback equipment
-MENTOR Creative Arts Grade 6 Learner's Book Page 97
-Pictures of cartwheel performance
-Demonstration area
-Safety guidelines charts
-First aid kit

-Song selection relevance -Performance quality -Accompaniment appropriateness -Recording quality -Peer feedback

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Digital Research
1.4 Gymnastics - Cartwheel Practice
1.4 Gymnastics - Forward Roll

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

-Watch a video of cartwheel performance.
-Describe the cartwheel technique based on video.
-Practice the cartwheel technique safely.

In groups, learners are guided to:

-Use a digital device to watch a video clip showing how to perform cartwheel.
-Describe how cartwheel is performed as shown in the video clip.
-Take turns to practice performing cartwheel on a mat as shown in the video clip.

What are the key techniques for a successful cartwheel?

-MENTOR Creative Arts Grade 6 Learner's Book Page 97-98
-Digital devices
-Video clips of cartwheel
-Gymnastics mats
-Internet connection
-MENTOR Creative Arts Grade 6 Learner's Book Page 98
-Safe practice area
-Spotting equipment
-Skill progression charts
-Pictures of forward roll positions
-Safety guidelines poster
-Demonstration aids

-Video comprehension -Technique description -Practical demonstration -Peer feedback

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll Video Study
1.4 Gymnastics - Forward Roll Technique

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

-Watch and analyze forward roll performance.
-Discuss the technique of forward roll.
-Demonstrate interest in learning the skill.

In groups, learners are guided to:

-Use a digital device to watch a video clip showing how forward roll is performed.
-Discuss how the forward roll is performed based on the video.
-Take turns to practice performing a forward roll on a large mat or ground.

How does video analysis help in learning gymnastics skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 98-99
-Digital devices
-Video clips of forward roll
-Gymnastics mats
-Safe practice area
-MENTOR Creative Arts Grade 6 Learner's Book Page 99
-Step-by-step forward roll charts
-Safety measure posters
-Demonstration models

-Video analysis participation -Discussion contribution -Technique understanding -Practice engagement

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll Practice
1.4 Gymnastics - Swan Balance

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

-Perform the forward roll with guidance.
-Follow the progression of the skill.
-Support peers during practice.

In groups, learners are guided to:

-With guidance from the teacher, practice performing forward roll on a mat or safe ground.
-Follow the progression: squat position, tuck chin, place hands, roll, stand up.
-Support peers during practice for safety.
-Practice several times to master the skill.

How can spotting and support improve safety during practice?

-MENTOR Creative Arts Grade 6 Learner's Book Page 99
-Gymnastics mats
-Spotting aids
-Skill progression charts
-Safe practice area
-MENTOR Creative Arts Grade 6 Learner's Book Page 99-100
-Pictures of swan balance
-Balance demonstration charts
-Safety guidelines

-Skill execution assessment -Progression adherence -Peer support evaluation -Practice engagement

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Swan Balance Practice
1.4 Gymnastics - Swan Balance Peer Practice

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

-Perform the swan balance with proper technique.
-Maintain stability in the balance position.
-Show patience and perseverance in practice.

In groups, learners are guided to:

-Demonstrate the swan balance by lying on stomach.
-Lift chest off the ground, arms extended forward.
-Lift legs off the ground, creating a rocking position.
-Hold the position and rock gently.
-Practice in pairs, giving feedback to each other.

How can body control be maintained during balance positions?

-MENTOR Creative Arts Grade 6 Learner's Book Page 100
-Gymnastics mats
-Balance practice area
-Stopwatch for timing holds
-Peer feedback forms
-MENTOR Creative Arts Grade 6 Learner's Book Page 100-101
-Feedback guidelines
-Observation checklists
-Balance reference pictures

-Balance execution quality -Position stability -Hold duration -Peer feedback

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Three-Action Sequence Introduction
1.4 Gymnastics - Three-Action Sequence Study

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

-Define a three-action sequence in gymnastics.
-Explain the connection between skills in a sequence.
-Value the creative aspect of sequences.

In groups, learners are guided to:

-Learn about three-action sequence as a performance of three gymnastic skills as one continuous movement.
-Understand that the finishing point of one skill should be the starting point of the next skill.
-Know that sequences may include cartwheels, rolls, and balances.

How are different gymnastics skills connected in a sequence?

-MENTOR Creative Arts Grade 6 Learner's Book Page 101
-Sequence explanation charts
-Video examples of sequences
-Sequence planning sheets
-Digital devices
-Sequence picture series
-Body position analysis charts
-Gymnastics mats
-Safe demonstration area

-Definition explanation -Connection understanding -Concept application -Oral assessment

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Three-Action Sequence Practice
1.4 Gymnastics - Family Demonstration

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

-Practice the three-action sequence safely.
-Perform the sequence with increasing fluidity.
-Record performances for feedback.

In groups, learners are guided to:

-In groups, practice the three-action gymnastics sequence on a mat or safe ground.
-Practice multiple times until mastery is achieved.
-Record performances on video.
-Share recordings with classmates.
-Give feedback on each other's performance.

How can practice improve the fluidity of a sequence?

-MENTOR Creative Arts Grade 6 Learner's Book Page 101-102
-Gymnastics mats
-Video recording devices
-Playback equipment
-Safe practice area
-MENTOR Creative Arts Grade 6 Learner's Book Page 102
-Home practice guidelines
-Safety instructions
-Experience sharing template
-Feedback forms

-Sequence fluidity -Skill connection -Recording quality -Peer feedback

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Weaving Materials Collection
1.4 Gymnastics - Frame Loom Construction

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

-Identify materials for weaving a gymnastic mat.
-Collect suitable materials for weaving.
-Show environmental consciousness in material selection.

In groups, learners are guided to:

-Identify suitable materials for weaving a gymnastics mat.
-Collect recyclable materials from the environment.
-Sort and prepare materials for weaving.
-Discuss the environmental benefits of using recyclable materials.

Why is recycling beneficial to the environment?

-MENTOR Creative Arts Grade 6 Learner's Book Page 102
-Material collection bags
-Sorting containers
-Material preparation tools
-Environmental impact charts
-MENTOR Creative Arts Grade 6 Learner's Book Page 102-103
-Wood for frame
-Cutting and measuring tools
-Safety equipment
-Joining materials
-Construction guides

-Material identification -Collection quantity/quality -Environmental awareness -Preparation thoroughness

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Mat Weaving
1.4 Gymnastics - Collaborative Mat Assembly

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

-Weave a small floor mat using 2/2 twill weave.
-Apply color variation in the weaving.
-Complete appropriate finishing techniques.

In groups, learners are guided to:

-Weave a small floor mat (1x1ft) for gymnastics performance using twill weave 2/2.
-Incorporate color variation in the weaving.
-Apply appropriate finishing techniques.
-Ensure the mat is sturdy enough for gymnastics use.

How does the weaving technique affect the mat's functionality?

-MENTOR Creative Arts Grade 6 Learner's Book Page 103
-Prepared frame loom
-Weaving materials
-Color variation guide
-Finishing tools
-Weaving patterns
-Individual mat pieces
-Stitching materials
-Pattern planning guides
-Collaboration guidelines

-Weaving technique -Color variation application -Finishing quality -Mat functionality

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Sequence Performance on Woven Mat
1.5 Composing Melody (15 lessons)

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

-Perform the 3-phase gymnastics sequence on the woven mat.
-Accompany the performance with instrumental ensemble.
-Provide constructive feedback on performances.

In groups, learners are guided to:

-Display and critique each other's woven mats.
-Practice the 3-phase sequence on the woven mats.
-Perform the sequence accompanied by percussion instruments.
-Record performances on video.
-Comment on each other's performance.

How does the woven mat enhance gymnastics performance?

-MENTOR Creative Arts Grade 6 Learner's Book Page 103-104
-Completed woven mats
-Percussion instruments
-Video recording devices
-Performance space
-Feedback forms
-MENTOR Creative Arts Grade 6 Learner's Book Page 106
-Audio/video of "Doh a Deer"
-Digital playback device
-Sol-fa chart
-Keyboard/melodic instrument

-Sequence execution -Mat utilization -Musical accompaniment -Video analysis -Peer feedback

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Sol-fa Ladder
1.5 Composing Melody - Descending Sol-fa

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

-Identify all sol-fa syllables on the sol-fa ladder.
-Sing the sol-fa ladder ascending.
-Maintain accurate pitch when singing.

In groups, learners are guided to:

-Study the sol-fa ladder chart as a class.
-Count the number of sol-fa syllables shown.
-Recite the sol-fa syllables ascending.
-Sing the sol-fa ladder ascending.
-Watch a video demonstrating sol-fa pitches.
-Imitate the pitches while maintaining accuracy.

What is the relationship between pitch and sol-fa syllables?

-MENTOR Creative Arts Grade 6 Learner's Book Page 106-107
-Sol-fa ladder chart
-Video demonstrating pitches
-Digital devices
-Melodic instruments
-MENTOR Creative Arts Grade 6 Learner's Book Page 107
-Sol-fa chart
-Descant recorder or melodic instrument
-Demonstration recordings
-Pitch reference tools

-Identification accuracy -Pitch accuracy in singing -Imitation ability -Participation

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Singing with La
1.5 Composing Melody - Kodaly Hand Signs

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

-Sing the sol-fa ladder using "la" sound.
-Replace sol-fa syllables with "la" while maintaining pitch.
-Perform the complete ladder ascending and descending.

In groups, learners are guided to:

-Sing the sol-fa ladder from d to d' ascending, replacing the sol-fa pitches with "la".
-Sing the sol-fa ladder from d' to d descending, replacing the sol-fa pitches with "la".
-Using sol-fa syllables, sing the ladder both ascending and descending.
-Replacing the sol-fa pitches with "la", sing the sol-fa ladder both ascending and descending.

How does replacing syllables with "la" affect singing?

-MENTOR Creative Arts Grade 6 Learner's Book Page 107
-Sol-fa ladder chart
-Pitch reference tools
-Recording of ladder with "la"
-Playback equipment
-MENTOR Creative Arts Grade 6 Learner's Book Page 107-108
-Video of Kodaly hand signs
-Hand sign charts
-Digital devices
-Sol-fa level diagrams

-Pitch accuracy with "la" -Ascending/descending fluency -Substitution accuracy -Performance quality

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Hand Sign Practice
1.5 Composing Melody - Sol-fa Ladders with Hand Signs

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

-Perform Kodaly hand signs correctly.
-Associate each sol-fa syllable with its hand sign.
-Show precision in hand movements.

In groups, learners are guided to:

-In pairs, observe pictures of hand signs.
-Take turns to perform the hand signs while partners watch.
-Use the correct hand sign for each sol-fa syllable.
-Perform hand signs at the correct level.
-Give feedback to each other.

How can the correct performance of hand signs be achieved?

-MENTOR Creative Arts Grade 6 Learner's Book Page 108
-Hand sign reference pictures
-Practice space
-Peer feedback forms
-Sol-fa syllable cards
-Ascending/descending sol-fa charts
-Hand sign direction diagrams
-Coordination exercises

-Hand sign accuracy -Level appropriateness -Syllable-sign connection -Peer feedback quality

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Hand Signs Practice
1.5 Composing Melody - Mary Had a Little Lamb Analysis

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

-Practice ascending and descending sol-fa ladder with hand signs.
-Ensure accuracy in hand positioning.
-Demonstrate improved coordination in performance.

In groups, learners are guided to:

-Practice performing the ascending and descending sol-fa ladder.
-Ensure the accuracy of hand signs.
-Observe pitch accuracy in singing the sol-fa syllables.
-Present performance to classmates.
-Comment on each group's performance.

How does practice improve the coordination of singing and hand signs?

-MENTOR Creative Arts Grade 6 Learner's Book Page 108-109
-Hand position reference charts
-Performance space
-Feedback forms
-Pitch reference tools
-MENTOR Creative Arts Grade 6 Learner's Book Page 109-110
-Recording of "Mary Had a Little Lamb"
-Digital playback device
-Pitch movement charts
-Sol-fa analysis worksheets

-Hand sign accuracy -Pitch accuracy -Coordination improvement -Performance quality -Peer feedback

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Song Analysis with La
1.5 Composing Melody - Twinkle Twinkle Analysis

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

-Sing songs replacing lyrics with "La".
-Follow sol-fa hand signs while singing.
-Complete missing sol-fa in song charts.

In groups, learners are guided to:

-Sing "Mary Had a Little Lamb" replacing words with "La".
-Watch/listen to guided performances of the song.
-Sing along while performing sol-fa hand signs.
-Study the song with missing sol-fa syllables.
-Complete the song by adding the missing sol-fa syllables.

How does singing with "La" help identify pitch patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 110
-Song charts with missing sol-fa
-Recording of song with "La"
-Digital playback device
-Completion worksheets
-MENTOR Creative Arts Grade 6 Learner's Book Page 110-111
-"Twinkle Twinkle" recording
-Sol-fa chart with blanks
-Group assignment cards

-"La" singing accuracy -Hand sign coordination -Completion accuracy -Pitch recognition

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Sol-fa Identification Project
1.5 Composing Melody - Home Project

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

-Choose a familiar song for sol-fa analysis.
-Create visual materials showing sol-fa and hand signs.
-Present work creatively using calligraphy.

In groups, learners are guided to:

-Choose a familiar song as a group.
-Identify sol-fa syllables through singing, humming, or playing.
-Create a table with words, sol-fa, and hand signs.
-Draw or print hand signs for each sol-fa.
-Use calligraphy for written elements.
-Display and review each other's work.

How can sol-fa analysis be presented visually?

-MENTOR Creative Arts Grade 6 Learner's Book Page 111-112
-Manila paper or poster boards
-Marker pens
-Hand sign printouts
-Calligraphy materials
-Display area
-MENTOR Creative Arts Grade 6 Learner's Book Page 112
-Home project guidelines
-Sol-fa reference materials
-Hand sign references
-Documentation template
-Digital resources

-Song selection relevance -Analysis accuracy -Visual presentation quality -Calligraphy skill -Peer review participation

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Introduction to Melody Composition
1.5 Composing Melody - Exact Repetition

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

-Identify various approaches to melody composition.
-Listen to sample melodies in sol-fa.
-Show interest in melody creation.

In groups, learners are guided to:

-Watch a video on melody composition.
-Listen to melodies sung in sol-fa.
-Identify the highest and lowest sol-fa in the melodies.
-Discuss which melody was most interesting and why.
-Begin to consider personal composition ideas.

What makes a melody interesting?

-MENTOR Creative Arts Grade 6 Learner's Book Page 112
-Video on melody composition
-Sample melodies recordings
-Digital playback device
-Discussion prompts
-Melody analysis charts
-MENTOR Creative Arts Grade 6 Learner's Book Page 112-113
-Melody examples with repetition
-Rhythm pattern cards
-Sol-fa display charts
-Composition worksheets
-Performance space

-Listening attention -Range identification -Analytical discussion -Interest demonstration -Concept understanding

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Stepwise Motion
1.5 Composing Melody - Narrow Leaps

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

-Identify stepwise motion in melodies.
-Create melodies with stepwise movement.
-Sing melodies using stepwise motion.

In groups, learners are guided to:

-Watch/listen to songs with stepwise motion.
-Identify sol-fa syllables moving step by step.
-Play the pitches on the descant recorder.
-Sing the sol-fa syllables ascending and descending.
-Create a rhythm for a series of stepwise sol-fa syllables.

How does stepwise motion create melodic flow?

-MENTOR Creative Arts Grade 6 Learner's Book Page 113-114
-Stepwise melody examples
-Descant recorders
-Sol-fa ladder charts
-Rhythm creation materials
-Digital resources
-MENTOR Creative Arts Grade 6 Learner's Book Page 114-115
-"Mary Had a Little Lamb" recording
-Melody modification worksheets
-Digital playback device

-Stepwise motion identification -Recorder playing accuracy -Singing accuracy -Rhythm creation -Melody performance

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Long Jump (12 lessons)
2.1 Athletics - Sail Technique in Long Jump

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

-Identify the long jump field.
-Explain the parts of the long jump facility.
-Show interest in long jump as a field event.

In groups, learners are guided to:

-Look at a picture of long jump facility.
-Identify the field event played in the facility.
-Discuss what happens in the runway, take-off board, and landing pit.
-Identify materials used in the landing pit.

How are long jump and high jump field events performed?

-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
-MENTOR Creative Arts Grade 6 Learner's Book Page 126
-Pictures of sail technique
-Video clips
-Safety guidelines charts

-Observation -Oral questions -Discussion participation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Approach
2.1 Athletics - Sail Technique Take-off

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

-Demonstrate the approach phase of the sail technique.
-Make quick long strides along the runway.
-Show confidence during approach.

In groups, learners are guided to:

-Observe safety during demonstration.
-Run along the runway making quick long strides (11-15 strides).
-Slightly lean forward during approach and assume upright position as speed builds.
-Stay relaxed and control the run.

How does proper approach affect long jump performance?

-MENTOR Creative Arts Grade 6 Learner's Book Page 126-127
-Long jump runway
-Markers for strides
-Demonstration area
-Safety equipment
-MENTOR Creative Arts Grade 6 Learner's Book Page 127
-Long jump pit with take-off board
-Take-off board markers
-Demonstration charts

-Technique observation -Stride counting -Body position assessment -Safety adherence

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Flight
2.1 Athletics - Sail Technique Landing

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

-Execute the flight phase of sail technique.
-Position the body correctly during flight.
-Show control during the flight phase.

In groups, learners are guided to:

-Tuck the knees close to the chest during flight.
-Bend the trunk forward.
-Focus the eyes on the landing area ahead.
-Practice the body positioning for flight phase.

How is body positioned during the flight phase?

-MENTOR Creative Arts Grade 6 Learner's Book Page 127
-Long jump pit
-Flight position demonstration charts
-Video demonstrations
-Safety equipment
-Long jump pit with sand
-Landing technique charts

-Flight position assessment -Body control -Eye focus -Technique execution

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Practicing Sail Technique
2.1 Athletics - Full Sail Technique Practice

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

-Practice the sail technique progressively.
-Perform standing and running jumps.
-Support peers during practice.

In groups, learners are guided to:

-Jump from a standing position to land on both feet.
-After a short run, jump forward and land on both feet.
-Practice the technique with peers.
-Give feedback on each other's performance.

How can progressive practice improve long jump technique?

-MENTOR Creative Arts Grade 6 Learner's Book Page 127-128
-Long jump field
-Markers for practice stations
-Observation checklists
-Feedback forms
-MENTOR Creative Arts Grade 6 Learner's Book Page 128
-Warm-up and cool-down guides
-Performance assessment sheets

-Progressive skill development -Standing jump technique -Running jump technique -Peer support and feedback

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - High Jump Facility
2.1 Athletics - Scissors Technique in High Jump

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

-Identify the high jump facility.
-Explain the uses of different parts of high jump facility.
-Show interest in high jump as a field event.

In groups, learners are guided to:

-Study a picture of high jump facility.
-Identify the event that takes place in the facility.
-Discuss the uses of the labeled parts of the facility.
-Explore the high jump facility in the school if available.

What are the essential components of a high jump facility?

-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

-Facility identification -Parts explanation -Interest demonstration -Oral questioning

2.0 PERFORMING AND DISPLAYING

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 scissors technique in high jump.
-Apply safety measures during practice.
-Show confidence during high jump attempts.

In groups, learners are guided to:

-Take four to six steps, take off and use scissors technique.
-Jump over the bar set at low height.
-Attempt to land on feet on the mat.
-Practice multiple times until mastery.
-Approach the bar at an angle, taking eight to ten strides.
-Let closest leg go over bar first followed by second leg.
-Keep body upright and aim to land on feet.

How does proper practice improve high jump technique?

-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

-Technique execution -Safety application -Confidence display -Practice 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

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

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Note Recognition
2.2 Descant Recorder - Posture and Tonguing

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

-Identify finger positions for different notes.
-Determine highest and lowest notes.
-Play notes in ascending and descending order.

In groups, learners are guided to:

-Study various finger positions and fill in the correct notes.
-Identify the highest and lowest notes.
-Identify notes played while the back hole is open.
-Play the notes ascending (from lowest to highest).
-Play the notes descending (from highest to lowest).
-Understand the sol-fa ladder for ascending and descending notes.

What is the relationship between finger positions and note pitch?

-MENTOR Creative Arts Grade 6 Learner's Book Page 140
-Descant recorders
-Note identification charts
-Sol-fa ladder diagrams
-Ascending/descending practice guides
-MENTOR Creative Arts Grade 6 Learner's Book Page 140-141
-Digital devices
-Video on posture and tonguing
-Demonstration guides

-Note identification -Pitch recognition -Ascending/descending playing -Sol-fa understanding

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Jingle Bells Melody
2.2 Descant Recorder - London Bridge Melody

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

-Play the melody of "Jingle Bells".
-Identify the highest note in the melody.
-Perform the melody with a group.

In groups, learners are guided to:

-Watch a video to learn how to play "Jingle Bells" on the descant recorder.
-Identify the highest note in the melody.
-Identify the longest note of the melody.
-Divide into two groups - one to hum and clap, the other to play the melody.
-Practice the melody together.

How can you perform a melody accurately on the recorder?

-MENTOR Creative Arts Grade 6 Learner's Book Page 141-142
-Descant recorders
-"Jingle Bells" sheet music
-Video tutorial
-Digital playback device
-Rhythm cards
-MENTOR Creative Arts Grade 6 Learner's Book Page 142
-"London Bridge" sheet music
-Recorder cleaning supplies
-Hygiene guidelines

-Melody playing accuracy -Note identification -Group coordination -Performance quality

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Kenya National Anthem
2.2 Descant Recorder - Playing the National Anthem
2.2 Descant Recorder - Performance Practice
2.2 Descant Recorder - Instrument Care

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

-Sing the first stanza of the Kenya National Anthem.
-Listen to the main melody of the Anthem.
-Show patriotism through music.

In groups, learners are guided to:

-Sing the first stanza of the Kenya National Anthem.
-Listen to the main melody of the Kenya National Anthem.
-Understand the cultural and national significance of the Anthem.
-Discuss proper decorum when performing the National Anthem.

What is the cultural significance of the National Anthem?

-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
-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
-Cleaning supplies
-Maintenance guidelines
-Storage containers
-Demonstration videos

-Singing accuracy -Listening comprehension -Patriotic attitude -Protocol understanding