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 - 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

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

- Observation -Oral questions -Discussion

PERFORMANCE AND DISPLAY

Swimming - Breaststroke Technique

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

- Observation -Oral questions -Discussion

PERFORMANCE AND DISPLAY

Swimming - Observing Breaststroke

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

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

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

Why is it important to learn how to swim?

MENTOR Creative Arts Grade 6 Learner's Book Page 168

- Observation -Oral presentation -Group assessment

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

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

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Floatation and Body Position

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

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Floatation and Body Position

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

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Arm Action in Inverted Breaststroke

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

-Demonstrate the arm action for inverted breaststroke.
-Coordinate arm movements while maintaining body position.
-Show interest in mastering the arm action.

Learner is guided to:
-Practise the arm action for inverted breaststroke.
-Start with arms at sides, then move them outward in a semicircular motion.
-Pull water towards the feet, then return arms to starting position.
-Coordinate arm movements while maintaining supine position.
-Practise the arm action in and out of the water.

How is the arm action performed in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 170

- Observation -Skill assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Arm Action in Inverted Breaststroke

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

-Demonstrate the arm action for inverted breaststroke.
-Coordinate arm movements while maintaining body position.
-Show interest in mastering the arm action.

Learner is guided to:
-Practise the arm action for inverted breaststroke.
-Start with arms at sides, then move them outward in a semicircular motion.
-Pull water towards the feet, then return arms to starting position.
-Coordinate arm movements while maintaining supine position.
-Practise the arm action in and out of the water.

How is the arm action performed in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 170

- Observation -Skill assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Leg Action 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

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Breathing in Inverted Breaststroke

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

-Demonstrate proper breathing technique for inverted breaststroke.
-Coordinate breathing with arm and leg movements.
-Appreciate the importance of proper breathing in swimming.

Learner is guided to:
-Practise the breathing technique for inverted breaststroke.
-Keep face above water in supine position.
-Inhale when arms are at sides.
-Exhale during the arm pull phase.
-Coordinate breathing with arm and leg movements.

How is proper breathing maintained in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 171

- Observation -Skill assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Breathing in Inverted Breaststroke

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

-Demonstrate proper breathing technique for inverted breaststroke.
-Coordinate breathing with arm and leg movements.
-Appreciate the importance of proper breathing in swimming.

Learner is guided to:
-Practise the breathing technique for inverted breaststroke.
-Keep face above water in supine position.
-Inhale when arms are at sides.
-Exhale during the arm pull phase.
-Coordinate breathing with arm and leg movements.

How is proper breathing maintained in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 171

- Observation -Skill assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Breathing in Inverted Breaststroke

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

-Demonstrate proper breathing technique for inverted breaststroke.
-Coordinate breathing with arm and leg movements.
-Appreciate the importance of proper breathing in swimming.

Learner is guided to:
-Practise the breathing technique for inverted breaststroke.
-Keep face above water in supine position.
-Inhale when arms are at sides.
-Exhale during the arm pull phase.
-Coordinate breathing with arm and leg movements.

How is proper breathing maintained in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 171

- Observation -Skill assessment -Peer feedback

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

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

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Practising Floatation

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

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Practising Arm Action

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

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

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

How can we improve our arm action in inverted breaststroke?

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

- Observation -Skill assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Practising Arm Action

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

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

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

How can we improve our arm action in inverted breaststroke?

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

- Observation -Skill assessment -Peer feedback

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 - 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

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

- Observation -Skill assessment -Performance analysis

PERFORMANCE AND DISPLAY

Swimming - Coordinating Arms and Legs

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

- Observation -Skill assessment -Performance analysis

PERFORMANCE AND DISPLAY

Swimming - Glide Game

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

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

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

How can games help improve our inverted breaststroke technique?

MENTOR Creative Arts Grade 6 Learner's Book Page 174

- Observation -Game assessment -Peer feedback

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 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

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 - Montage Material Collection

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 - Creating a Montage

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

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

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

How can we effectively arrange images in a montage composition?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Project assessment -Portfolio

PERFORMANCE AND DISPLAY

Swimming - Displaying and Evaluating Montages

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

PERFORMANCE AND DISPLAY

Swimming - Displaying and Evaluating Montages

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

PERFORMANCE AND DISPLAY

Swimming - Displaying and Evaluating Montages

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

PERFORMANCE AND DISPLAY

Swimming - Video Analysis

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

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

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

How can video analysis help improve swimming technique?

MENTOR Creative Arts Grade 6 Learner's Book

- Video analysis -Discussion -Self-assessment

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 - 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

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

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Clay Preparation

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

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

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

Why is proper clay preparation essential for pottery?

-MENTOR Creative Arts Grade 6 Learner's Book Page 159-160
-Clay preparation demonstration
-Clay samples in various stages
-Storage containers
-Process charts
-Safety guidelines

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Modelling a Vase

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

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

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

What considerations are important when planning a clay project?

-MENTOR Creative Arts Grade 6 Learner's Book Page 160-161
-Clay
-Modelling tools
-Sketching materials
-Rolling pins
-Workspace protection
-Reference images

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Modelling a Vase

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

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

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

What considerations are important when planning a clay project?

-MENTOR Creative Arts Grade 6 Learner's Book Page 160-161
-Clay
-Modelling tools
-Sketching materials
-Rolling pins
-Workspace protection
-Reference images

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

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 - 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

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

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Form Building

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

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Decoration Techniques

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

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

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

How do decorations enhance pottery items?

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

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Decorating the Vase

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

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Decorating the Vase

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

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Drying and Firing

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

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

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

Why are drying and firing critical to pottery success?

-MENTOR Creative Arts Grade 6 Learner's Book Page 163-164
-Drying covers
-Storage area
-Firing pit diagram
-Kiln information
-Timeline for drying/firing
-Safety guidelines

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

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 - 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 - 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

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

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Learning Points

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

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Extended Learning

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

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

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

How can pottery skills be developed through independent practice?

-MENTOR Creative Arts Grade 6 Learner's Book Page 165
-Clay and tools
-Workspace
-Decoration materials
-Firing facility
-Display area
-Evaluation forms

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

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

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

APPRECIATION IN CREATIVE ARTS

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

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

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

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

Why is it important to showcase Creative Arts works?

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

- Observation -Oral questions -Group assessment

APPRECIATION IN CREATIVE ARTS

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

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

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

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

Why is it important to showcase Creative Arts works?

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

- Observation -Oral questions -Group assessment

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Gallery Visit

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

-Visit a gallery or view online artwork catalogues.
-Identify details about artworks in catalogues.
-Show interest in exhibited artworks.

Learner is guided to:
-Visit a nearby art gallery, cultural center, or museum with teacher guidance.
-Alternatively, view various online artwork catalogues.
-From the artwork catalogues, identify details about the artworks including the artist's name, type (2D or 3D), materials used, techniques used, and the meaning of each artwork.
-Discuss what they like about the exhibited artworks.

What information is included in artwork catalogues?

MENTOR Creative Arts Grade 6 Learner's Book Page 187

- Observation -Oral presentation -Discussion

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Gallery Visit

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

-Visit a gallery or view online artwork catalogues.
-Identify details about artworks in catalogues.
-Show interest in exhibited artworks.

Learner is guided to:
-Visit a nearby art gallery, cultural center, or museum with teacher guidance.
-Alternatively, view various online artwork catalogues.
-From the artwork catalogues, identify details about the artworks including the artist's name, type (2D or 3D), materials used, techniques used, and the meaning of each artwork.
-Discuss what they like about the exhibited artworks.

What information is included in artwork catalogues?

MENTOR Creative Arts Grade 6 Learner's Book Page 187

- Observation -Oral presentation -Discussion

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Creating a Catalogue

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

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

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

How do we create an effective catalogue of exhibited artworks?

MENTOR Creative Arts Grade 6 Learner's Book Page 188

- Observation -Project assessment -Peer assessment

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Creating a Catalogue

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

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

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

How do we create an effective catalogue of exhibited artworks?

MENTOR Creative Arts Grade 6 Learner's Book Page 188

- Observation -Project assessment -Peer assessment

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Creating and Displaying Artwork

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

-Collect materials and create an artwork.
-Display artwork in class.
-Value creativity in artwork creation.

Learner is guided to:
-In groups, collect required materials and create an artwork.
-Discuss their artwork in groups.
-Creatively display their artwork in class.
-Comment on each other's artwork.
-Take a class gallery walk and observe the displayed artworks.

How can we effectively display and evaluate artworks?

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

- Observation -Project assessment -Exhibition -Peer assessment

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Pitch in Music

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

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

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

How is pitch used as an element of music?

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

- Observation -Performance assessment -Group discussion

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Pitch in Music

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

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

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

How is pitch used as an element of music?

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

- Observation -Performance assessment -Group discussion

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Melody in Music

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

-Define melody in music.
-Perform melodies at different pitch levels.
-Relate melody to rhythm and pitch.

Learner is guided to:
-Watch a video clip about melody in music.
-Define melody based on the video.
-Perform the melody of the song "Happy Birthday to You" as shown in the video.
-Watch another video on "Making Melodies in My Heart".
-Perform the melody at different pitch levels (high and low).
-Discuss how melody relates to rhythm and pitch.

How does melody contribute to musical expression?

MENTOR Creative Arts Grade 6 Learner's Book Page 190

- Observation -Performance assessment -Oral presentation

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Rhythm in Music

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

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

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

How is rhythm used in musical compositions?

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

- Observation -Performance assessment -Discussion

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Rhythm in Music

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

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

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

How is rhythm used in musical compositions?

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

- Observation -Performance assessment -Discussion

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Rhythm in Music

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

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

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

How is rhythm used in musical compositions?

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

- Observation -Performance assessment -Discussion

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Dynamics in Music

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

-Define dynamics as used in music.
-Identify terms that indicate dynamics.
-Perform a song with appropriate dynamics.

Learner is guided to:
-Watch a video about dynamics in music.
-Define dynamics as used in music.
-Identify what the terms Piano (p), Forte (f), Mezzoforte (mf), and Mezzopiano (mp) indicate.
-Watch a video of the song "Big Dreams".
-Suggest instances when the song may be sung loud and when it may be sung soft.
-Perform the loud and soft sections as suggested.

How do dynamics enhance musical expression?

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

- Observation -Performance assessment -Oral presentation

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Dynamics in Music

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

-Define dynamics as used in music.
-Identify terms that indicate dynamics.
-Perform a song with appropriate dynamics.

Learner is guided to:
-Watch a video about dynamics in music.
-Define dynamics as used in music.
-Identify what the terms Piano (p), Forte (f), Mezzoforte (mf), and Mezzopiano (mp) indicate.
-Watch a video of the song "Big Dreams".
-Suggest instances when the song may be sung loud and when it may be sung soft.
-Perform the loud and soft sections as suggested.

How do dynamics enhance musical expression?

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

- Observation -Performance assessment -Oral presentation

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Tempo in Music

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

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

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

How does tempo affect musical performance?

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

- Observation -Performance assessment -Oral presentation

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Texture in Music

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

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

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

How does texture contribute to musical compositions?

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

- Observation -Performance assessment -Discussion

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Texture in Music

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

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

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

How does texture contribute to musical compositions?

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

- Observation -Performance assessment -Discussion

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Relating Music to Life

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

-Listen to songs addressing contemporary issues.
-Identify messages and values in songs.
-Relate musical elements to song messages.

Learner is guided to:
-Listen to the song "Save the Planet".
-Identify messages communicated in the song lyrics.
-Identify values promoted by the song.
-Describe the texture of the song.
-Listen to the song "Ajali" and identify its messages and values.
-Hum the tune of the song.
-Discuss road safety for motorists.

How can music communicate important social messages?

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

- Observation -Discussion -Oral presentation

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Relating Music to Life

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

-Listen to songs addressing contemporary issues.
-Identify messages and values in songs.
-Relate musical elements to song messages.

Learner is guided to:
-Listen to the song "Save the Planet".
-Identify messages communicated in the song lyrics.
-Identify values promoted by the song.
-Describe the texture of the song.
-Listen to the song "Ajali" and identify its messages and values.
-Hum the tune of the song.
-Discuss road safety for motorists.

How can music communicate important social messages?

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

- Observation -Discussion -Oral presentation

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Participating in Sporting Events

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

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

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

How can participation in sporting events promote personal development?

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

- Observation -Performance assessment -Team assessment

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Participating in Sporting Events

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

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

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

How can participation in sporting events promote personal development?

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

- Observation -Performance assessment -Team assessment