CREATING AND EXECUTION

Picture Making - Fiddle Bow Construction
Picture Making - Instrument Safety and Care

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

- Make a bow for the fiddle.
- Apply rosin to the bowstring.
- Demonstrate patience in craft-making.

Learner is guided to:
- Collect materials for making a bow: flexible stick, sisal string, rosin, glue.
- Prepare the stick by cutting to length and smoothening.
- Attach the bowstring and create the bow's curve.
- Apply rosin to increase friction for sound production.

How is a bow made for a string instrument?

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

Observation -Project assessment -Peer feedback

CREATING AND EXECUTION

Picture Making - Instrument Cleaning and Maintenance

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

- Clean and maintain a string instrument.
- Explain the importance of instrument care.
- Show responsibility in caring for instruments.

Learner is guided to:
- Take turns to practice cleaning and storing a string instrument.
- Discuss the importance of caring for and maintaining a string instrument.
- Demonstrate proper cleaning techniques.
- Apply rosin to bow strings as needed.

How should string instruments be cared for and maintained?

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

Observation -Practical assessment -Peer feedback

CREATING AND EXECUTION

Picture Making - Digital Recording of Instrument Care
Picture Making - Fiddle Tuning

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

- Record a video of the cleaning process.
- Demonstrate digital literacy skills.
- Show interest in documenting processes.

Learner is guided to:
- In pairs, demonstrate how to clean a string instrument.
- Record a video of the cleaning process.
- Exchange roles and record each other.
- Save the video in a digital portfolio.

How can digital technology enhance learning about instrument care?

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

Video assessment -Digital portfolio check -Peer feedback

CREATING AND EXECUTION

Picture Making - Stippling Technique Introduction

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

- Identify pictures drawn using stippling technique.
- Describe the effect of stippling in creating texture.
- Show interest in drawing techniques.

Learner is guided to:
- Study drawings created using stippling technique.
- Identify items in the pictures.
- Determine the direction of light on the items.
- Discuss how light and dark parts are achieved.
- Identify items with rough and smooth textures.

How does the stippling technique create texture in drawings?

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

Observation -Oral questions -Discussion assessment

CREATING AND EXECUTION

Picture Making - Digital Stippling Research
Picture Making - Still Life Drawing Principles

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

- Search and discuss drawings with stippling technique.
- Identify balance, texture, and light in drawings.
- Value digital resources for learning.

Learner is guided to:
- Search and discuss drawings created using stippling technique from digital sources.
- Identify items in the pictures.
- Discuss light direction and texture creation.
- Analyze balance in the compositions.

How do artists use stippling to create different effects?

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

Observation -Digital literacy assessment -Group discussion assessment

CREATING AND EXECUTION

Picture Making - Stippling Musical Instruments

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

- Sketch a musical instrument.
- Apply stippling technique to create texture.
- Show creativity in drawing.

Learner is guided to:
- Draw a musical instrument using stippling technique.
- Follow the procedure: sketch basic shapes, apply stippling for shadows, add details, create texture.
- Focus on overlapping, balance, tone, and texture.

How is stippling used to create form and texture in drawing?

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

Observation -Drawing assessment -Portfolio

CREATING AND EXECUTION

Picture Making - String Instrument Still Life
Picture Making - Drawing Exhibition and Feedback

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

- Create a still-life drawing of string instruments using stippling technique.
- Apply proper technique for texture and tone.
- Value precision in artistic work.

Learner is guided to:
- Create a still-life drawing of string instruments using stippling technique.
- Focus on overlapping, balance of forms, and tone/texture.
- Apply stippling to show light, shadow, and different textures.
- Create contrast and visual interest through dot density.

How can stippling be used to represent different textures in musical instruments?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 19
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 20

Observation -Drawing assessment -Self-assessment

CREATING AND EXECUTION

Volleyball - Underarm Service and Dig Pass

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

- Identify serving and digging skills in volleyball.
- Explain the importance of proper volleyball techniques.
- Show interest in volleyball skills.

Learner is guided to:
- Observe pictures showing serving and digging skills.
- Identify the underarm serve and single-handed dig pass.
- Discuss why the non-dominant hand is used to hold and toss the ball during serving.
- Determine which part of the arm is suitable for hitting the ball during underarm serve.
- Discuss the importance of good reception during play.

How are the underarm service and dig pass skills performed in volleyball?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 49-50

Observation -Oral questions -Self-assessment

CREATING AND EXECUTION

Volleyball - Virtual Game Analysis
Volleyball - Underarm Service Stance and Grip

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

- Watch a virtual volleyball game responsibly.
- Identify serving and digging skills in a game situation.
- Appreciate the execution of volleyball skills.

Learner is guided to:
- Watch a virtual volleyball game responsibly in groups.
- Identify serving and digging skills in the game.
- Discuss the techniques observed.
- Relate the observed techniques to the pictures studied in the previous lesson.

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

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 50
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 51

Observation -Discussion assessment -Peer feedback

CREATING AND EXECUTION

Volleyball - Underarm Service Execution

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

- Execute the underarm service with proper technique.
- Follow through correctly after service.
- Demonstrate coordination in volleyball skills.

Learner is guided to:
- Demonstrate the execution of underarm service.
- Practice facing the net, tossing the ball with non-dominant hand.
- Swing the arm forward to hit the ball at the bottom with the heel of the hand.
- Practice the follow-through by moving the hitting hand in the direction of the serve.

How is the execution and follow-through performed in the underarm service?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 51-52

Observation -Skill assessment -Self-assessment

CREATING AND EXECUTION

Volleyball - Group Service Practice
Volleyball - Service Technique Refinement

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

- Perform the underarm service in a group activity.
- Provide feedback on others' performance.
- Show teamwork in group activities.

Learner is guided to:
- In two groups of equal numbers, stand 5 meters apart facing each other.
- Take turns demonstrating the stance, grip, execution, and follow-through in underarm service.
- When one group serves, the other returns the ball by an underarm service.
- Provide constructive feedback to each other.

How can the underarm service be practiced effectively in a group?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 52

Observation -Peer assessment -Skill progression assessment

CREATING AND EXECUTION

Volleyball - Single-Hand Dig Pass Introduction

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

- Understand the single-hand dig pass technique.
- Demonstrate the stance for single-hand dig pass.
- Show interest in learning volleyball skills.

Learner is guided to:
- Learn about the single-hand dig pass (used when the ball cannot be reached with both hands).
- Practice the stance (feet comfortably wide apart, facing the direction of oncoming ball, knees bent).
- Keep weight balanced on toes to spring forward or to either side.
- Practice the stance in pairs.

Why is the single-hand dig pass important in volleyball?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 52-53

Observation -Skill assessment -Self-assessment

CREATING AND EXECUTION

Volleyball - Single-Hand Dig Pass Execution
Volleyball - Dig Pass Paired Practice

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

- Execute the single-hand dig pass with proper technique.
- Follow through correctly after the dig pass.
- Show coordination in volleyball skills.

Learner is guided to:
- Practice execution of single-hand dig pass (moving to the side, reaching out to the ball).
- Make contact with the forearm.
- Push the ball upward and forward in the direction of the intended receiver.
- Practice the follow-through by moving the arm slightly upward in the desired direction.

How is the single-hand dig pass executed properly?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 53

Observation -Skill assessment -Peer feedback

CREATING AND EXECUTION

Volleyball - Combined Skills Practice

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

- Practice the single-hand dig pass in small groups.
- Combine underarm service and single-hand dig pass.
- Show cooperation in group activities.

Learner is guided to:
- Practice in groups of threes.
- Two members stand 4 meters apart facing one with a ball who stands 5 meters in front.
- The member with the ball makes an underarm pass to each of the others one at a time.
- Receivers use the single-hand dig and direct it back to the server.
- Change roles and repeat until everyone practices both skills.

How can the underarm service and single-hand dig pass be combined in practice?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 53

Observation -Skill assessment -Group dynamics assessment

CREATING AND EXECUTION

Volleyball - Mini Game Application
Volleyball - Rhythmic Warm-up

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

- Play a mini volleyball game applying learned skills.
- Observe volleyball rules in a game situation.
- Show sportsmanship in game play.

Learner is guided to:
- Form teams of 6 players.
- Use a volleyball court to play a mini volleyball game.
- Play sets of 7 points.
- Put the ball into play using the underarm serve.
- Make 3 touches before crossing the ball to opponents.
- Earn points when the ball is grounded or when single-hand dig pass is used correctly.
- Observe and appraise one another.

How are volleyball skills applied in a game situation?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 53-54
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Game performance assessment -Peer assessment

CREATING AND EXECUTION

Volleyball - Applique Technique Introduction
Volleyball - Applique Design Creation

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

- Understand the applique technique for labeling.
- Collect materials for applique work.
- Show interest in textile arts.

Learner is guided to:
- Discuss the applique technique for labeling volleyball playing kits.
- Collect appropriate materials for applique (fabric pieces, scissors, thread, needles, glue).
- Consider material choice, color contrast, stitching or pasting methods, and positioning.
- Plan the design for a volleyball kit label.

What materials are appropriate for the applique technique?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Materials assessment -Planning assessment

CREATING AND EXECUTION

Volleyball - Applique Kit Labeling

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

- Apply the applique technique to label a volleyball kit.
- Use appropriate stitching or pasting methods.
- Demonstrate precision in craftwork.

Learner is guided to:
- Attach cut fabric pieces to the base fabric using stitching or pasting methods.
- Ensure proper positioning of the design elements.
- Focus on neat edges and secure attachment.
- Consider color contrast for visibility of the label.
- Complete the applique work with appropriate finishing.

How is the applique technique applied to label a volleyball kit?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Project assessment -Self-assessment

CREATING AND EXECUTION

Volleyball - Recyclable Drawing Materials
Volleyball - Player Pose Templates

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

- Search for recyclable paper/drawing surfaces.
- Identify suitable drawing materials.
- Value environmental conservation through recycling.

Learner is guided to:
- Search the environment for recyclable paper/drawing surfaces (newsprint, packaging papers, sugar paper, brown papers, tracing papers).
- Discuss the properties of different papers for drawing.
- Organize and prepare the collected materials for drawing activities.
- Sort materials according to suitability for block shading.

Which recyclable papers are suitable for drawing?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Materials assessment -Environmental awareness assessment

CREATING AND EXECUTION

Volleyball - Block Shading Technique

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

- Use templates to draw outlines of volleyball players.
- Apply block shading technique to the drawings.
- Demonstrate creativity in artistic work.

Learner is guided to:
- Use the templates to draw outlines of players executing volleyball skills.
- Apply block-shading technique using appropriate media (pencils, charcoal, chalk, crayons).
- Create contrast between the figures and the background.
- Focus on creating a sense of movement in the drawings.

How is the block shading technique applied to create contrast in drawings?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Drawing assessment -Portfolio

CREATING AND EXECUTION

Volleyball - Player Illustration Completion
Volleyball - Artwork Display and Appraisal

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

- Complete block-shaded drawings of volleyball players.
- Create effective contrast in the artwork.
- Show precision in artistic techniques.

Learner is guided to:
- Complete block-shaded drawings of volleyball players.
- Refine the shading to create clear distinction between light and dark areas.
- Create effective contrast between the figures and background.
- Add final details to enhance the quality of the drawings.

How does block shading enhance the visual impact of sports illustrations?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Project assessment -Self-assessment

CREATING AND EXECUTION

Volleyball - Skills Self-Assessment

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

- Assess own performance in volleyball skills.
- Identify areas for improvement.
- Show self-awareness in skill development.

Learner is guided to:
- Complete a self-assessment checklist on volleyball skills (underarm service and single-hand dig pass).
- Identify strengths and areas needing improvement.
- Set personal goals for skill development.
- Share reflections with peers for feedback.

How does self-assessment contribute to skill development in volleyball?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Self-assessment -Reflection assessment -Goal setting assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - French Rhythm Names
Rhythm and Pattern Making - Song Rhythm Analysis

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

- Interpret rhythmic patterns using French rhythm names.
- Recognize syllables in words as rhythms.
- Show interest in rhythm interpretation.

Learner is guided to:
- Clap rhythms represented by French rhythm names (taa-aa-aa-aa, taa-aa, taa, ta-te).
- Identify the duration of different rhythms.
- Discuss what rhythmic patterns are.
- Recognize the relationship between word syllables and rhythm.

How are French rhythm names used to create rhythmic patterns?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 58-59
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 59-60

Observation -Aural tests -Self-assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Dotted Minim Rhythm

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

- Identify the French rhythm name taa-aa-aa in a song.
- Understand the relationship between dotted minim and taa-aa-aa.
- Value precision in rhythm interpretation.

Learner is guided to:
- Sing/listen to the song "Music Alone Shall Live".
- Clap/tap the rhythm of the song while reciting French rhythm names.
- Identify words with the rhythm taa-aa-aa (e.g., "sky").
- Understand that taa-aa-aa corresponds to a dotted minim (3 counts).

How is the French rhythm taa-aa-aa used in music?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 60-61

Observation -Aural tests -Performance assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Group Rhythm Practice
Rhythm and Pattern Making - Contrasting Rhythms

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

- Clap the rhythm taa-aa-aa in groups.
- Count beats while clapping rhythm patterns.
- Show cooperation in group rhythm activities.

Learner is guided to:
- In two groups, practice clapping taa-aa-aa while the other group counts "123".
- Take turns with different rhythms (taa, taa-aa, ta-te, taa-aa-aa-aa, taa-aa-aa).
- Practice clapping, tapping, or stamping various rhythmic patterns.

How can rhythms be practiced effectively in groups?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 61-62
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 62

Observation -Group performance assessment -Coordination assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Music Notes and Rests

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

- Understand the relationship between music notes and French rhythm names.
- Identify music notes and their corresponding rests.
- Value the precision in musical notation.

Learner is guided to:
- Sing a familiar song and identify words with specific rhythm names.
- Learn about music notes and their corresponding rests.
- Understand that each note has a corresponding rest with the same number of counts.
- Match French rhythm names with their musical notation.

What is the relationship between music notes and French rhythm names?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 62-63

Observation -Written tests -Self-assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Rhythm Games
Rhythm and Pattern Making - Repetition Technique

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

- Create rhythmic patterns using French rhythm names.
- Play the "I Pick You Clap" game.
- Show creativity in rhythm creation.

Learner is guided to:
- Play the "I Pick You Clap" game in groups.
- One learner randomly picks and displays a flash card with a rhythm pattern.
- Another learner steps forward, claps the rhythm, and explains the French rhythm names used.
- The one who claps correctly picks the next card.

How can games enhance learning of rhythmic patterns?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 63
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 64-65

Observation -Performance assessment -Game participation assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Variation Technique

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

- Create rhythmic patterns using variation technique.
- Apply contrast in rhythm creation.
- Show originality in rhythm composition.

Learner is guided to:
- Learn about creating rhythmic patterns through variation of note values.
- Create and perform rhythmic patterns with varied note values (e.g., taa taa taa ta-te).
- Observe how variation creates interest in rhythmic patterns.
- Practice creating original rhythms using variation.

How does variation of note values enhance rhythmic patterns?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 65-66

Observation -Composition assessment -Creativity assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Effective Endings
Rhythm and Pattern Making - Combined Techniques

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

- Create rhythmic patterns with effective endings.
- Apply the principle of closure in rhythm.
- Value completeness in musical compositions.

Learner is guided to:
- Learn about the importance of effective endings in rhythmic patterns.
- Understand that longer notes at the end create a sense of closure.
- Analyze rhythmic patterns and identify their endings.
- Create rhythmic patterns with satisfying endings (e.g., ending with taa-aa or taa-aa-aa-aa).

Why is the ending important in a rhythmic pattern?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 66-67
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 67-68

Observation -Composition assessment -Aural assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Collaborative Rhythm

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

- Play the "Create I Complete" game.
- Collaborate in rhythm creation.
- Value teamwork in musical activities.

Learner is guided to:
- In pairs, play the "Create I Complete" game.
- One learner creates and recites the first part of a rhythm.
- The partner completes by reciting the French rhythm names of the second part.
- Write down the complete rhythmic pattern and exchange roles.

How can collaboration enhance rhythm creation?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 68

Observation -Collaboration assessment -Peer assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Digital Rhythm Creation
Rhythm and Pattern Making - Three-Beat Patterns

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

- Create rhythmic patterns using digital resources.
- Apply technology in musical learning.
- Demonstrate digital literacy.

Learner is guided to:
- Search and use digital resources to create rhythmic patterns.
- Explore digital applications that allow rhythm creation.
- Create a rhythmic pattern using digital tools.
- Clap, tap, or stamp the created rhythm.
- Use French rhythm names to recite the pattern.

How can digital resources enhance rhythm creation?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 68
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 68-69

Digital literacy assessment -Creativity assessment -Performance assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Conducting Technique

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

- Identify songs in three-beat patterns.
- Conduct a three-beat pattern.
- Show coordination in conducting.

Learner is guided to:
- Listen to songs like "Happy Birthday" and identify their beat patterns.
- Clap the steady beat while counting "123".
- Learn conducting techniques for three-beat patterns.
- Practice conducting a three-beat pattern with proper hand movements.

How is a three-beat pattern conducted?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 69-70

Observation -Conducting assessment -Rhythm identification assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Song Conducting
Rhythm and Pattern Making - Percussion Patterns

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

- Conduct songs in three-beat patterns.
- Apply conducting techniques to familiar songs.
- Demonstrate leadership in musical activities.

Learner is guided to:
- Practice conducting while singing songs like "Kumbaya".
- Take turns conducting as the group sings "Happy Birthday".
- Conduct the performance of "Music Alone Shall Live".
- Focus on maintaining steady tempo while conducting.

How does conducting help maintain rhythm in a musical performance?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 70
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 70-71

Observation -Conducting assessment -Leadership assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Block Printing

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

- Understand block printing technique.
- Identify materials for block printing.
- Value traditional printing methods.

Learner is guided to:
- Learn about block printing as a method for creating repeat patterns.
- Understand how a design is carved onto a block, inked, and then pressed onto a surface.
- Identify suitable materials for making printing blocks (wood, rubber, linoleum).
- Discuss the qualities needed in block printing materials.

Why is block printing effective for creating repeat patterns?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 71-73

Observation -Written assessment -Self-assessment

CREATING AND EXECUTION

Gymnastics - Cartwheel Skill
Gymnastics - Digital Cartwheel Analysis

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

- Identify the cartwheel skill in gymnastics.
- Describe hand and leg movements in cartwheel.
- Show interest in gymnastic skills.

Learner is guided to:
- Look at a picture showing the cartwheel skill.
- Describe the hand and leg movements during the skill performance.
- Discuss why the skill is known as a cartwheel.
- Understand that a cartwheel is a basic gymnastic skill that can be developed into other advanced skills.

How does sequencing in gymnastics foster creativity?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 100-101
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 101

Observation -Oral questions -Self-assessment

CREATING AND EXECUTION

Gymnastics - Cartwheel Step Sequence

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

- Understand the steps in performing a cartwheel.
- Recognize the progression of movements.
- Show attention to detail in skill analysis.

Learner is guided to:
- Learn the step-by-step procedure for performing a cartwheel.
- Understand the starting position, leg placement, hand placement, and rotation sequence.
- Recognize that weight transfers from foot to hand to hand to foot.
- Learn the rhythm of movement: hand, hand, foot, foot.
- Study the cartwheel progression sequence in pictures.

What are the steps involved in performing a cartwheel?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 101-102

Observation -Sequence recall assessment -Self-assessment

CREATING AND EXECUTION

Gymnastics - Cartwheel Practice
Gymnastics - Curved Line Cartwheel

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

- Demonstrate the cartwheel skill.
- Apply proper technique in execution.
- Show confidence in physical performance.

Learner is guided to:
- Practice the cartwheel skill in pairs.
- Start with the basic stance and placement.
- Perform the skill with guidance and support if needed.
- Observe safety during practice.
- Give feedback to each other on technique.
- Appreciate feedback for improvement.

How can the cartwheel skill be practiced safely?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 102
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 102-103

Observation -Skill assessment -Peer feedback

CREATING AND EXECUTION

Gymnastics - Straight Line Cartwheel

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

- Practice cartwheel on a straight line.
- Maintain directional control.
- Show precision in movement.

Learner is guided to:
- Take turns to practice the cartwheel on a straight line.
- Focus on maintaining a straight path during execution.
- Compare the experience with curved line practice.
- Observe safety during practice.
- Give feedback to each other.
- Appreciate own effort and others' efforts.

How does line practice improve precision in cartwheel execution?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 103

Observation -Skill assessment -Direction control assessment

CREATING AND EXECUTION

Gymnastics - Sequence Introduction
Gymnastics - Sequence Planning

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

- Understand gymnastic sequences.
- Identify skills used in sequences.
- Show interest in combined movements.

Learner is guided to:
- Look at pictures showing a gymnastics sequence.
- Identify the gymnastics skills used in the sequence.
- Count how many gymnastics actions are performed in the picture.
- Understand that a sequence refers to a series of connected movements.
- Learn that a 3-action sequence combines three skills flowing from one to another.

What is a 3-action gymnastics sequence?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 103-104
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 104

Observation -Skill identification assessment -Self-assessment

CREATING AND EXECUTION

Gymnastics - Specific Sequence Learning

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

- Understand the cartwheel-forward roll-swan balance sequence.
- Recognize the flow between movements.
- Value smooth transitions in sequences.

Learner is guided to:
- Learn the specific sequence of cartwheel-forward roll-swan balance.
- Understand how to begin with arms extended, perform the cartwheel, then quarter-turn jump.
- Learn the transition to forward roll and then to swan balance.
- Recognize the importance of smooth flow between movements.
- Visualize the complete sequence before attempting it.

How do transitions between elements create a fluid gymnastics sequence?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 104-105

Observation -Sequence understanding assessment -Self-assessment

CREATING AND EXECUTION

Gymnastics - Sequence Demonstration
Gymnastics - Sequence Variation

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

- Demonstrate the cartwheel-forward roll-swan balance sequence.
- Execute smooth transitions between elements.
- Show confidence in performance.

Learner is guided to:
- Take turns demonstrating a 3-action gymnastics sequence.
- Observe safety during performance.
- Demonstrate the cartwheel, forward roll, and swan balance sequence.
- Focus on smooth transitions between elements.
- Give each other feedback.
- Use feedback to improve the sequence.

How can feedback improve the execution of gymnastics sequences?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 105
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 105-106

Observation -Performance assessment -Peer feedback

CREATING AND EXECUTION

Gymnastics - Sequence Repetition

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

- Repeat sequences for skill reinforcement.
- Apply feedback for improvement.
- Show perseverance in skill development.

Learner is guided to:
- Repeat the 3-action sequences several times for reinforcement.
- Apply feedback received from previous sessions.
- Focus on improving weak areas in the sequence.
- Maintain safety awareness during practice.
- Give constructive feedback to peers.
- Appreciate the importance of repetition in skill mastery.

How does repetition contribute to mastery of gymnastics sequences?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 106

Observation -Skill improvement assessment -Perseverance assessment

CREATING AND EXECUTION

Gymnastics - Floor Mat Design
Gymnastics - Mat Material Selection

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

- Design a floor mat for gymnastics performance.
- Apply artistic skills to sports equipment.
- Show creativity in functional design.

Learner is guided to:
- Discuss the importance of proper floor mats for gymnastics.
- Design a simple floor mat with appropriate dimensions for gymnastics practice.
- Consider safety, cushioning, and aesthetics in the design.
- Create sketches or digital designs of their floor mat ideas.
- Present their designs to the class for feedback.

How does proper equipment design enhance safety in gymnastics?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 106

Observation -Design assessment -Presentation assessment

CREATING AND EXECUTION

Gymnastics - Music for Sequences

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

- Select appropriate music for gymnastics sequences.
- Understand the relationship between movement and rhythm.
- Show appreciation for the artistic aspects of gymnastics.

Learner is guided to:
- Discuss how music enhances gymnastics performances.
- Identify characteristics of music suitable for gymnastics (tempo, rhythm, mood).
- Listen to various music selections and evaluate their suitability.
- Select music that complements the 3-action sequence they have learned.
- Practice performing their sequence to the selected music.

How does music enhance the performance of gymnastics sequences?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 106-107

Observation -Music selection assessment -Performance with music assessment

CREATING AND EXECUTION

Gymnastics - Ensemble Accompaniment
Gymnastics - Combined Performance

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

- Create a simple instrumental accompaniment for gymnastics.
- Apply rhythmic skills to movement accompaniment.
- Show creativity in musical support for physical activities.

Learner is guided to:
- Explore how percussion instruments can accompany gymnastics sequences.
- Create simple rhythmic patterns that match the movements in the 3-action sequence.
- Select appropriate percussion instruments for different movements.
- Practice playing the accompaniment while others perform the sequence.
- Coordinate music with movement for enhanced performance.

How can percussion instruments effectively accompany gymnastics sequences?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 107

Observation -Rhythm creation assessment -Coordination assessment

CREATING AND EXECUTION
CREATING AND EXECUTING

Gymnastics - Performance Feedback
Composing melody - Singing sol-fa syllables d-d' ascending and descending (5 lessons)

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

- Record and review gymnastics performances.
- Provide constructive feedback on integrated performances.
- Value self-assessment in skill development.

Learner is guided to:
- Record videos of the integrated gymnastics and music performances.
- Review the recordings to identify strengths and areas for improvement.
- Discuss aspects of both movement technique and musical accompaniment.
- Provide constructive feedback to peers.
- Reflect on own performance and set goals for improvement.
- Appreciate the value of recording for self-assessment.

How does video analysis contribute to improvement in performance skills?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 107
- KLB VISIONARY Creative Arts Grade 6 pg. 108
-Charts with sol-fa ladder
-Digital devices
-Audio recordings

Observation -Video analysis assessment -Feedback quality assessment

CREATING AND EXECUTING

Composing melody - Singing sol-fa syllables d-d' ascending and descending

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

-Sing sol-fa syllables with vowel sounds
-Differentiate between different pitches in the sol-fa ladder
-Show interest in singing sol-fa with variations

- Sing sol-fa ladder ascending and descending using vowel sounds like oh, ah, moo, noo
-Practice singing with varied vowel sounds
-Identify the pitch differences in sol-fa syllables

How can vowel sounds enhance sol-fa singing?

- KLB VISIONARY Creative Arts Grade 6 pg. 109
-Charts with sol-fa ladder
-Audio equipment
-Digital devices

- Observation -Performance -Peer assessment -Self-assessment

CREATING AND EXECUTING

Composing melody - Singing sol-fa syllables d-d' ascending and descending

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

-Sing familiar songs using sol-fa syllables
-Translate lyrics to corresponding sol-fa notations
-Demonstrate accuracy in sol-fa singing

- Sing familiar songs like "Twinkle Twinkle Little Star" using sol-fa notations
-Match lyrics to their corresponding sol-fa syllables
-Practice singing songs in sol-fa

How can songs be represented in sol-fa syllables?

- KLB VISIONARY Creative Arts Grade 6 pg. 110
-Charts with songs in sol-fa
-Audio equipment
-Digital devices
-Charts with sol-fa patterns
-Audio recordings

- Observation -Performance -Written exercises -Peer assessment

CREATING AND EXECUTING

Composing melody - Singing sol-fa syllables d-d' ascending and descending

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

-Play notes C-D' on instruments
-Coordinate singing with instrumental playing
-Value teamwork in musical performance

- In groups, some play recorders while others sing sounds
-Practice coordinating instrumental playing with singing
-Exchange roles and practice different note patterns
-Perform together as a group

How can instruments enhance sol-fa learning?

- KLB VISIONARY Creative Arts Grade 6 pg. 111
-Recorders or other melodic instruments
-Charts with sol-fa notes
-Digital devices

- Observation -Performance -Peer assessment -Group coordination

CREATING AND EXECUTING

Composing melody - Performing the major scale using Kodaly hand signs (5 lessons)
Composing melody - Performing the major scale using Kodaly hand signs

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

-Understand the concept of Kodaly hand signs
-Identify hand signs for sol-fa syllables
-Appreciate the visual representation of pitch

- Learn about Kodaly hand signs as visual representations of pitch
-Study the hand signs for sol-fa syllables l, t, d'
-Relate hand positions to pitch levels
-Practice regular use of hand signs with actual pitch

What are Kodaly hand signs and how do they relate to sol-fa syllables?

- KLB VISIONARY Creative Arts Grade 6 pg. 111
-Charts showing Kodaly hand signs
-Digital devices
-Pictures of hand signs
- KLB VISIONARY Creative Arts Grade 6 pg. 112
-Charts with Kodaly hand signs
-Audio equipment

- Observation -Demonstration -Oral questions -Self-assessment

CREATING AND EXECUTING

Composing melody - Performing the major scale using Kodaly hand signs

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

-Practice all hand signs for the sol-fa ladder d r m f s l t d'
-Sing while showing correct hand signs
-Demonstrate creativity in hand sign practice

- Practice hand signs for the complete sol-fa ladder
-Sing the sol-fa syllables while showing the hand signs
-Copy and draw Kodaly hand signs
-Color the hand signs using crayons

How does practicing hand signs improve pitch recognition?

- KLB VISIONARY Creative Arts Grade 6 pg. 112
-Charts with complete Kodaly hand signs
-Drawing materials
-Crayons
-Digital devices

- Observation -Performance -Creative work -Skill demonstration

CREATING AND EXECUTING

Composing melody - Performing the major scale using Kodaly hand signs

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

-Draw hand signs in calligraphy style
-Match hand signs with corresponding sol-fa syllables
-Show artistic creativity in hand sign representation

- Draw hand signs and their corresponding sol-fa syllables
-Use calligraphy style to create artistic representations
-Label each hand sign with the correct sol-fa syllable
-Display completed work

How can we artistically represent Kodaly hand signs?

- KLB VISIONARY Creative Arts Grade 6 pg. 113
-Drawing materials
-Calligraphy materials
-Examples of calligraphy
-Digital devices
-Charts with Kodaly hand signs
-Audio equipment

- Observation -Creative product -Peer assessment -Exhibition

CREATING AND EXECUTING

Composing melody - Aurally recognising sol-fa sounds in familiar melodies (4 lessons)

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

-Recognize sol-fa melodies in familiar songs
-Identify sol-fa patterns aurally
-Appreciate the structure of melodies

- Sing or play several familiar melodies
-Identify songs for singing in sol-fa
-Practice recognizing sol-fa patterns in songs
-Discuss how melodies are structured using sol-fa

How do you recognize sol-fa patterns in familiar melodies?

- KLB VISIONARY Creative Arts Grade 6 pg. 114
-Audio of familiar songs
-Charts with sol-fa patterns
-Digital devices

- Observation -Oral questions -Performance -Aural recognition tests

CREATING AND EXECUTING

Composing melody - Aurally recognising sol-fa sounds in familiar melodies

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

-Sing familiar songs with solfege syllables
-Identify sol-fa patterns in melodies
-Demonstrate good listening skills

- Sing songs from Activity 1 using sol-fa syllables
-Practice singing with hand signs
-Listen carefully to identify sol-fa patterns
-Write down sol-fa patterns from familiar songs

How do you identify sol-fa sounds in melodies?

- KLB VISIONARY Creative Arts Grade 6 pg. 114
-Audio recordings
-Charts with sol-fa patterns
-Digital devices
- KLB VISIONARY Creative Arts Grade 6 pg. 115

- Observation -Performance -Written exercises -Peer assessment

CREATING AND EXECUTING

Composing melody - Aurally recognising sol-fa sounds in familiar melodies

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

-Recognize sol-fa syllables in performed melodies
-Write melodies in sol-fa notation
-Value accuracy in aural recognition

- One learner sings or plays a short familiar song
-Other learners write down the melody in sol-fa syllables
-Compare notations and discuss accuracy
-Practice with various familiar melodies

How accurately can you notate a melody using sol-fa syllables?

- KLB VISIONARY Creative Arts Grade 6 pg. 115
-Descant recorders
-Writing materials
-Charts with sol-fa examples
-Digital devices

- Observation -Written exercises -Peer assessment -Performance

CREATING AND EXECUTING

Composing melody - Composing short melodies within the range of d-d' (4 lessons)
Composing melody - Composing short melodies within the range of d-d'

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

-Compose simple melodies using sol-fa
-Complete familiar tunes with original sections
-Demonstrate creativity in melody composition

- Sing familiar songs based on syllables d r m f s l t d'
-Practice completing familiar tunes with new melodies
-Sing first sections of songs and complete with original tunes
-Discuss how created tunes sound

How do you create your own melodies?

- KLB VISIONARY Creative Arts Grade 6 pg. 115
-Charts with familiar songs
-Audio equipment
-Digital devices
- KLB VISIONARY Creative Arts Grade 6 pg. 116
-Charts with composition techniques

- Observation -Creative composition -Peer feedback -Performance

CREATING AND EXECUTING

Composing melody - Composing short melodies within the range of d-d'

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

-Create original melodies within d-d' range
-Apply composition techniques learned
-Appreciate the creative process of composition

- Compose original melodies within the d-d' range
-Apply tips for creating melodies
-Ensure melodies sound pleasant and complete
-End melodies appropriately (on d, using t-d', m-d, or s-d')

How do you ensure a melody sounds complete?

- KLB VISIONARY Creative Arts Grade 6 pg. 117
-Writing materials
-Audio equipment
-Digital devices

- Observation -Creative composition -Performance -Peer feedback

CREATING AND EXECUTING

Composing melody - Composing short melodies within the range of d-d'

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

-Present composed melodies to the class
-Provide constructive feedback on others' compositions
-Value originality in musical creation

- Present composed melodies to the class
-Perform individual compositions
-Listen to others' compositions
-Provide constructive feedback
-Refine compositions based on feedback

How can feedback improve your melodic compositions?

- KLB VISIONARY Creative Arts Grade 6 pg. 117
-Composed melodies
-Audio equipment
-Digital devices
-Performance space

- Observation -Performance -Peer assessment -Self-assessment

CREATING AND EXECUTING

Composing melody - Sol-fa syllables using calligraphy lettering (2 lessons)

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

-Understand the concept of calligraphy
-Identify tools and materials for calligraphy
-Appreciate calligraphy as an art form

- Learn about calligraphy as the art of beautiful writing
-Study examples of sol-fa notations in calligraphic letters
-Identify tools and materials needed for calligraphy
-Discuss the aesthetic value of calligraphic writing

What is calligraphy and how can it enhance sol-fa writing?

- KLB VISIONARY Creative Arts Grade 6 pg. 117
-Examples of calligraphic writing
-Pictures of calligraphy tools
-Digital devices

- Observation -Oral questions -Group discussions -Interest level

CREATING AND EXECUTING

Composing melody - Sol-fa syllables using calligraphy lettering
Composing melody - Appreciating melodies created by self and others (1 lesson)

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

-Write sol-fa notations using calligraphy style
-Follow proper steps for calligraphic writing
-Show patience and precision in artistic writing

- Practice writing sol-fa notations using calligraphy style
-Draw guidelines for lettering
-Dip pen in ink and write sol-fa syllables
-Wait for ink to dry and erase pencil marks
-Create artistic sol-fa representations

How do you create calligraphic sol-fa notations?

- KLB VISIONARY Creative Arts Grade 6 pg. 118
-Calligraphy pens (or improvised bamboo pens)
-Ink
-Paper
-Pencil and eraser
-Ruler
- KLB VISIONARY Creative Arts Grade 6 pg. 119
-Audio recordings
-Internet access
-Radio
-Digital devices

- Observation -Creative product -Skill demonstration -Peer assessment

CREATING AND EXECUTING

Composing melody - Self-assessment and reflection (1 lesson)

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

-Assess personal performance in melody learning
-Identify areas of strength and improvement
-Demonstrate reflective thinking about musical learning

- Complete self-assessment checklist
-Reflect on performance in melody-related tasks
-Identify areas of strength and areas needing more practice
-Set goals for further improvement
-Share reflections with peers

How well have you mastered the skills related to melody?

- KLB VISIONARY Creative Arts Grade 6 pg. 119
-Self-assessment checklist
-Writing materials
-Digital devices

- Self-assessment -Peer feedback -Teacher observation -Reflective writing