1.0 CREATING AND EXECUTION

1.4 Gymnastics
1.4 Gymnastics - Digital Research

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

-Identify the cartwheel skill in gymnastics.
-Discuss the body position during cartwheel.
-Value the importance of safety in gymnastics.

-Observe pictures of cartwheel performance.
-Discuss the position of the body when performing a cartwheel.
-Identify safety precautions when performing the cartwheel.
-Discuss the importance of performing a cartwheel.

How does sequencing in gymnastics foster creativity?

-MENTOR Creative Arts Grade 6 Learner's Book Page 97
-Pictures of cartwheel performance
-Demonstration area
-Safety guidelines charts
-First aid kit
-MENTOR Creative Arts Grade 6 Learner's Book Page 97-98
-Digital devices
-Video clips of cartwheel
-Gymnastics mats
-Internet connection

-Observation -Oral questioning -Discussion participation

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Cartwheel Practice

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

-Practice the cartwheel movement safely.
-Support peers during practice.
-Demonstrate confidence in skill attempts.

-With guidance from the teacher, observe safety as you take turns to practice performing the cartwheel on a mat.
-Support each other during practice.
-Practice in groups until the skill is mastered.

How can proper practice improve gymnastics skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 98
-Gymnastics mats
-Safe practice area
-Spotting equipment
-Skill progression charts

-Skill progression assessment -Safety observation -Peer support evaluation -Practice engagement

1.0 CREATING AND EXECUTION

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

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

-Identify the forward roll technique.
-Describe body, hands, and leg positions.
-Recognize safety precautions for forward roll.

-Study a picture of forward roll.
-Describe the position of the body, hands, and legs in the picture.
-Discuss safety precautions to observe when performing the forward roll.

What safety precautions should be observed when performing a forward roll?

-MENTOR Creative Arts Grade 6 Learner's Book Page 98
-Pictures of forward roll positions
-Safety guidelines poster
-Gymnastics mats
-Demonstration aids
-MENTOR Creative Arts Grade 6 Learner's Book Page 98-99
-Digital devices
-Video clips of forward roll
-Safe practice area

-Position identification -Safety knowledge assessment -Oral questioning -Discussion participation

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll Technique
1.4 Gymnastics - Forward Roll Practice

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

-Describe the steps of a forward roll.
-Explain safety measures for forward roll.
-Show appreciation for proper technique.

-Learn the steps for forward roll: starting position, tucking chin, placing hands, rolling forward, extending legs to stand.
-Understand safety measures: warm-up, suitable surface, support, cool down, following instructions.

How do the different positions connect in a forward roll?

-MENTOR Creative Arts Grade 6 Learner's Book Page 99
-Step-by-step forward roll charts
-Safety measure posters
-Gymnastics mats
-Demonstration models
-Spotting aids
-Skill progression charts
-Safe practice area

-Step sequence recollection -Safety measure explanation -Written assessment -Oral questioning

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Swan Balance

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

-Identify the swan balance position.
-Explain the importance of balance in gymnastics.
-Show interest in mastering balance skills.

-Study pictures of swan balance.
-Discuss the position of the body, arms, and legs in the pictures.
-Explain the importance of body balance in gymnastics.
-Identify safety precautions for balance positions.

Why is balance important in gymnastics?

-MENTOR Creative Arts Grade 6 Learner's Book Page 99-100
-Pictures of swan balance
-Balance demonstration charts
-Gymnastics mats
-Safety guidelines

-Balance position identification -Explanation quality -Discussion participation -Safety awareness

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.

-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

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.

-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

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Three-Action Sequence Study
1.4 Gymnastics - Three-Action Sequence Practice

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

-Analyze pictures of gymnastics sequences.
-Describe body and leg positions in sequence elements.
-Demonstrate sequence elements safely.

-Study pictures showing a three-action sequence in gymnastics.
-Describe the activity being performed in each picture.
-Discuss the body and leg position in each picture.
-Demonstrate the 3-action gymnastics sequence shown in the pictures.

What makes a gymnastics sequence effective?

-MENTOR Creative Arts Grade 6 Learner's Book Page 101
-Sequence picture series
-Body position analysis charts
-Gymnastics mats
-Safe demonstration area
-MENTOR Creative Arts Grade 6 Learner's Book Page 101-102
-Video recording devices
-Playback equipment
-Safe practice area

-Picture analysis accuracy -Position description -Demonstration attempt -Safety awareness

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Family Demonstration
1.4 Gymnastics - Weaving Materials Collection

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

-Demonstrate the three-action sequence to family.
-Explain the sequence to others.
-Share experiences with classmates.

-Show family members and peers how to perform the three-action sequence.
-Explain the technique and safety considerations.
-Get feedback from family.
-Share experiences with classmates.

How can gymnastics skills be shared with the community?

-MENTOR Creative Arts Grade 6 Learner's Book Page 102
-Home practice guidelines
-Safety instructions
-Experience sharing template
-Feedback forms
-Material collection bags
-Sorting containers
-Material preparation tools
-Environmental impact charts

-Demonstration ability -Explanation clarity -Experience sharing -Family feedback

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Frame Loom Construction

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

-Construct a frame loom using mitre joints.
-Apply safety measures when using tools.
-Demonstrate precision in construction.

-Collect materials for making a frame loom.
-Measure and cut wooden pieces for the frame.
-Construct the frame using mitre joints.
-Apply safety measures when using tools.
-Ensure the frame is sturdy and properly joined.

How does a well-constructed loom affect the weaving process?

-MENTOR Creative Arts Grade 6 Learner's Book Page 102-103
-Wood for frame
-Cutting and measuring tools
-Safety equipment
-Joining materials
-Construction guides

-Frame construction quality -Joint precision -Safety observation -Tool handling

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.

-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

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.

-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

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody (15 lessons)
1.5 Composing Melody - Sol-fa Ladder

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

-Sing the sol-fa syllables doh to doh' ascending and descending.
-Identify sol-fa syllables learned in Grade 5.
-Show interest in sol-fa pitch learning.

-In pairs, watch or listen to the song "Doh a Deer".
-Identify the sol-fa syllables learned in Grade 5.
-Sing the sol-fa syllables pitches learned in Grade 5 ascending and descending.
-Identify new sol-fa syllables heard in the song.

How can one create interesting melodies?

-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
-MENTOR Creative Arts Grade 6 Learner's Book Page 106-107
-Sol-fa ladder chart
-Video demonstrating pitches
-Digital devices
-Melodic instruments

-Pitch accuracy assessment -Identification of syllables -Singing assessment -Participation

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Descending Sol-fa

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

-Identify sol-fa syllables in descending order.
-Sing the sol-fa syllables descending.
-Appreciate both ascending and descending patterns.

-Study the sol-fa chart in groups.
-Discuss the order of sol-fa syllables descending.
-Sing the sol-fa syllables descending.
-Sing the sol-fa syllables both ascending and descending.
-Use instruments to help with pitch accuracy.

How does descending sol-fa differ from ascending?

-MENTOR Creative Arts Grade 6 Learner's Book Page 107
-Sol-fa chart
-Descant recorder or melodic instrument
-Demonstration recordings
-Pitch reference tools

-Descending order identification -Singing accuracy -Ascending/descending comparison -Group 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.

-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 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

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.

-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

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Mary Had a Little Lamb Analysis
1.5 Composing Melody - Song Analysis with La

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

-Identify pitch patterns in familiar songs.
-Recognize repeated musical phrases.
-Demonstrate pitch changes through movement.

-Watch or listen to "Mary Had a Little Lamb".
-Sing along while clapping the rhythm.
-Identify repetitions of phrases like "Little lamb".
-Analyze pitch differences in repeated phrases.
-Use hand motions to show changes in pitch.

How can we identify pitch patterns in familiar songs?

-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
-MENTOR Creative Arts Grade 6 Learner's Book Page 110
-Song charts with missing sol-fa
-Recording of song with "La"
-Completion worksheets

-Pattern identification -Repetition recognition -Movement appropriateness -Analytical ability

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Twinkle Twinkle Analysis

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

-Identify sol-fa syllables in "Twinkle Twinkle Little Star".
-Complete a sol-fa chart for the song.
-Perform the song with correct sol-fa.

-Listen to "Twinkle Twinkle Little Star" in groups.
-Sing along with the song.
-Study the song's sol-fa chart with missing syllables.
-Complete the chart by adding missing sol-fa syllables.
-Assign group members to sing words while others sing sol-fa syllables.

How can we identify and notate sol-fa in familiar melodies?

-MENTOR Creative Arts Grade 6 Learner's Book Page 110-111
-"Twinkle Twinkle" recording
-Sol-fa chart with blanks
-Digital playback device
-Group assignment cards

-Identification accuracy -Chart completion -Group coordination -Performance accuracy

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.

-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.

-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

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.

-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

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

1.0 CREATING AND EXECUTION
2.0 PERFORMING AND DISPLAYING

1.5 Composing Melody - Narrow Leaps
2.1 Athletics - Long Jump (12 lessons)

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

-Identify leaps in a familiar melody.
-Create melodies with narrow leaps.
-Appreciate the effect of leaps in melody.

-Listen to "Mary Had a Little Lamb" and identify sol-fa syllables.
-Underline sol-fa that are more than a step apart (leaps).
-Study a stepwise melody and remove alternating notes to create leaps.
-Create a rhythm for the new melody with leaps.
-Sing the original and modified melodies for comparison.

How do leaps differ from stepwise motion in melodies?

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

-Leap identification -Melody modification skill -Rhythm creation -Comparison analysis -Performance accuracy

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique in Long Jump

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.

-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

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

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.

-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

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.

-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

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

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.

-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

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.

-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.

How does regular practice contribute to skill mastery?

-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

-Complete technique execution -Warm-up/cool-down participation -Performance improvement -Peer appreciation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Scissors Technique in High Jump

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

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

-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 is the scissors technique performed in high jump?

-MENTOR Creative Arts Grade 6 Learner's Book Page 129
-Pictures of scissors technique
-Video clips
-Digital devices
-Safety guidelines charts

-Technique description -Stage identification -Safety awareness -Discussion participation

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.

-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)

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.

-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

-Observation -Finger positioning assessment -Oral questions -Participation

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Finger Positions
2.2 Descant Recorder - Digital Research

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

-Identify notes shown on finger position charts.
-Explain back hole usage for different notes.
-Demonstrate correct finger positions.

-Study pictures of descant recorder finger positions.
-Identify the notes shown in the pictures.
-Determine which notes are played when the back hole is open or covered.
-Discuss finger positions for playing the identified notes.
-Play the notes on a descant recorder.
-Identify which note has the highest pitch.

How do finger positions affect the notes produced?

-MENTOR Creative Arts Grade 6 Learner's Book Page 136
-Descant recorders
-Finger position charts
-Note identification cards
-Pitch demonstration recordings
-MENTOR Creative Arts Grade 6 Learner's Book Page 136-137
-Digital devices
-Internet access
-Video links
-Note charts

-Note identification -Finger position demonstration -Playing accuracy -Pitch recognition

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Notes C and C'
2.2 Descant Recorder - Notes D and D'

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

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

-Look at pictures showing finger positions for notes C and C'.
-Count how many finger holes are closed when playing Note C.
-Discuss the number of fingers used to play Note C'.
-Cover the holes on the descant recorder as shown and listen to pitches.
-Compare the pitch between Note C and Note C'.
-Practice playing the notes with group members.

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

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

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Note E

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

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

-Study a picture showing finger position for note E.
-Count how many finger holes are closed when playing Note E.
-Determine what happens to the back hole when playing Note E.
-Cover the holes as shown and listen to sound produced.
-Compare the sound with notes previously learned.
-Practice playing note E with group members.

How does note E compare to previously learned notes?

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

-Finger position accuracy -Playing technique -Sound 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.

-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

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.

-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

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Posture and Tonguing
2.2 Descant Recorder - Jingle Bells Melody

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.

-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.

How does tonguing affect sound quality on 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

-Posture demonstration -Tonguing technique -Sound quality assessment -Ascending/descending playing

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - London Bridge Melody

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

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

-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.

Why are hygiene practices important when playing the recorder?

-MENTOR Creative Arts Grade 6 Learner's Book Page 142
-Descant recorders
-"London Bridge" sheet music
-Rhythm cards
-Recorder cleaning supplies
-Hygiene guidelines

-Melody playing accuracy -Rhythm application -Hygiene practices -Performance for feedback

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Kenya National Anthem
2.2 Descant Recorder - Playing the National Anthem

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.

-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

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Performance Practice
2.2 Descant Recorder - Instrument Care

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

-Perform learned melodies confidently.
-Apply all learned techniques.
-Value musical performance as a form of expression.

-Review all notes and techniques learned.
-Practice playing all learned melodies with proper posture and technique.
-Perform for classmates and provide constructive feedback.
-Discuss how music can be used in various settings and ceremonies.
-Plan for performance at a school function.

How does musical performance contribute to cultural expression?

-MENTOR Creative Arts Grade 6 Learner's Book Page 143
-Descant recorders
-All learned sheet music
-Performance space
-Audience feedback forms
-Recording device
-Cleaning supplies
-Maintenance guidelines
-Storage containers
-Demonstration videos

-Performance confidence -Technique application -Expressive quality -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Body Position in Breaststroke

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

-Identify the correct body position in breaststroke.
-Describe the position of hands, legs, and head in breaststroke.
-Value proper body positioning in swimming.

Learner is guided to:
-Study pictures showing body positioning in breaststroke.
-Discuss how the body is positioned in the pictures.
-Describe how the swimmer has positioned her hands and legs.
-Discuss the position of the head.

How can we use inverted breaststroke in life saving?

MENTOR Creative Arts Grade 6 Learner's Book Page 167

- Observation -Oral questions -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Breaststroke Technique
Swimming - Observing 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

- Observation -Oral questions -Discussion

PERFORMANCE AND DISPLAY

Swimming - Body Position in Inverted Breaststroke

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

-Explain the inverted breaststroke technique.
-Identify the differences between standard and inverted breaststroke.
-Value the importance of different swimming strokes.

Learner is guided to:
-Watch an actual or virtual performance/illustration of inverted breaststroke.
-Explain the inverted breaststroke considering the progression.
-Compare the body positions in standard and inverted breaststroke.
-Discuss when inverted breaststroke might be useful.

How does inverted breaststroke differ from standard breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 169

- Observation -Oral questions -Peer assessment

PERFORMANCE AND DISPLAY

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

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

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

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

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

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

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

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

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

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

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

How is the leg action performed in inverted breaststroke?

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

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Rhythm Establishment in Inverted Breaststroke

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

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

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

How do we establish proper rhythm in inverted breaststroke?

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

- Observation -Skill assessment -Performance analysis

PERFORMANCE AND DISPLAY

Swimming - Practising Floatation
Swimming - Practising Arm Action

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

-Carry out warm-up activities before swimming.
-Float with face facing up and arms stretched sideways.
-Demonstrate proper body alignment during floatation.

Learner is guided to:
-Carry out warm-up activities.
-With teacher guidance, float with face facing up and arms stretched sideways.
-Straighten the whole body from head to toe.
-Position the body horizontally on the water surface.
-Float for five seconds.
-Cool down and perform stretching exercises.

How can we maintain proper floatation for inverted breaststroke?

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

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Practising Leg Action

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

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

Learner is guided to:
-Carry out warm-up activities.
-Under teacher supervision, maintain a horizontal position with arms stretched sideways.
-Start the kicking action by bending the knees.
-Gradually separate the knees and heels, and imitate the kicking motion of a frog.
-Repeat the leg action multiple times.
-Cool down after practice.

How can we improve our leg action in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 173

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Coordinating Arms and Legs
Swimming - Glide Game

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

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

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

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

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

- Observation -Skill assessment -Performance analysis

PERFORMANCE AND DISPLAY

Swimming - Montage Technique Introduction

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

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

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

Why is overlapping important in a montage work?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Oral questions -Discussion

PERFORMANCE AND DISPLAY

Swimming - 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

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.

-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.

What decorative techniques are used in indigenous pottery?

-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

-Item identification -Decoration description -Craft appreciation -Technique understanding -Discussion participation

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Clay Preparation
2.4 Indigenous Kenyan Craft - Modelling a Vase

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

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

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

Why is proper clay preparation essential for pottery?

-MENTOR Creative Arts Grade 6 Learner's Book Page 159-160
-Clay preparation demonstration
-Clay samples in various stages
-Storage containers
-Process charts
-Safety guidelines
-MENTOR Creative Arts Grade 6 Learner's Book Page 160-161
-Clay
-Modelling tools
-Sketching materials
-Rolling pins
-Workspace protection
-Reference images

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Slab Cutting and Assembly

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

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

-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.

How are clay pieces joined effectively?

-MENTOR Creative Arts Grade 6 Learner's Book Page 161
-Clay slabs
-Cutting tools
-Slip clay
-Joining tools
-Measurement tools
-Reference models

-Cutting precision -Joining technique -Slip application -Joint compaction -Building skill -Proportional awareness

2.0 PERFORMING AND DISPLAYING

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

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

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

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

How does the building process affect the final form?

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

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

2.0 PERFORMING AND DISPLAYING

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

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

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

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

How do different decoration techniques create varied effects?

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

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Display and Critique

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

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

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

How does peer critique improve craft skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 164
-Display area
-Display stands
-Lighting
-Feedback forms
-Critique guidelines
-Reflection prompts

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

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.

-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

2.4 Indigenous Kenyan Craft - Cultural Significance

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.

-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

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