1.0 CREATING AND EXECUTION

1.4 Gymnastics

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

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

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

How does sequencing in gymnastics foster creativity?

-MENTOR Creative Arts Grade 6 Learner's Book Page 97
-Pictures of cartwheel performance
-Demonstration area
-Safety guidelines charts
-First aid kit

-Observation -Oral questioning -Discussion participation

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Digital Research

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

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

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

What are the key techniques for a successful cartwheel?

-MENTOR Creative Arts Grade 6 Learner's Book Page 97-98
-Digital devices
-Video clips of cartwheel
-Gymnastics mats
-Internet connection

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Cartwheel Practice

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

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

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

How can proper practice improve gymnastics skills?

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

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll

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

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

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

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

-MENTOR Creative Arts Grade 6 Learner's Book Page 98
-Pictures of forward roll positions
-Safety guidelines poster
-Gymnastics mats
-Demonstration aids

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll Video Study

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

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

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

How does video analysis help in learning gymnastics skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 98-99
-Digital devices
-Video clips of forward roll
-Gymnastics mats
-Safe practice area

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll Technique

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

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

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

How do the different positions connect in a forward roll?

-MENTOR Creative Arts Grade 6 Learner's Book Page 99
-Step-by-step forward roll charts
-Safety measure posters
-Gymnastics mats
-Demonstration models

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll Practice

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

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

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

How can spotting and support improve safety during practice?

-MENTOR Creative Arts Grade 6 Learner's Book Page 99
-Gymnastics mats
-Spotting aids
-Skill progression charts
-Safe practice area

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Swan Balance

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

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

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

Why is balance important in gymnastics?

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

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Swan Balance Practice

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

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

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

How can body control be maintained during balance positions?

-MENTOR Creative Arts Grade 6 Learner's Book Page 100
-Gymnastics mats
-Balance practice area
-Stopwatch for timing holds
-Peer feedback forms

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Swan Balance Peer Practice

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

-Practice the swan balance with a partner.
-Give and receive constructive feedback.
-Demonstrate increased control in balance.

-In pairs, take turns performing the swan balance.
-One learner performs while the other observes and provides feedback.
-Focus on body position, stability, and control.
-Change roles until both have performed.
-Correct each other using constructive feedback.

How can peer feedback improve gymnastics skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 100-101
-Gymnastics mats
-Feedback guidelines
-Observation checklists
-Balance reference pictures

-Partner work assessment -Feedback quality -Skill improvement -Peer teaching ability

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Three-Action Sequence Introduction

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

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

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

How are different gymnastics skills connected in a sequence?

-MENTOR Creative Arts Grade 6 Learner's Book Page 101
-Sequence explanation charts
-Video examples of sequences
-Sequence planning sheets
-Digital devices

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Three-Action Sequence Study

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

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

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

What makes a gymnastics sequence effective?

-MENTOR Creative Arts Grade 6 Learner's Book Page 101
-Sequence picture series
-Body position analysis charts
-Gymnastics mats
-Safe demonstration area

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Three-Action Sequence Practice

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

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

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

How can practice improve the fluidity of a sequence?

-MENTOR Creative Arts Grade 6 Learner's Book Page 101-102
-Gymnastics mats
-Video recording devices
-Playback equipment
-Safe practice area

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Family Demonstration

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

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

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

How can gymnastics skills be shared with the community?

-MENTOR Creative Arts Grade 6 Learner's Book Page 102
-Home practice guidelines
-Safety instructions
-Experience sharing template
-Feedback forms

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Weaving Materials Collection

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

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

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

Why is recycling beneficial to the environment?

-MENTOR Creative Arts Grade 6 Learner's Book Page 102
-Material collection bags
-Sorting containers
-Material preparation tools
-Environmental impact charts

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Frame Loom Construction

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

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

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

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

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

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Frame Loom Construction

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

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

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

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

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

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Mat Weaving

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

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

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

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

-MENTOR Creative Arts Grade 6 Learner's Book Page 103
-Prepared frame loom
-Weaving materials
-Color variation guide
-Finishing tools
-Weaving patterns

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Collaborative Mat Assembly

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

-Stitch individual mats together to create a larger mat.
-Apply appropriate stitching techniques.
-Work collaboratively in a group project.

-In groups, stitch the small mat pieces together.
-Create a large floor mat for gymnastics performance.
-Focus on type of finishing stitch, color pattern, and texture.
-Ensure the final mat is secure and safe for use.

How does collaboration enhance project outcomes?

-MENTOR Creative Arts Grade 6 Learner's Book Page 103
-Individual mat pieces
-Stitching materials
-Pattern planning guides
-Collaboration guidelines
-Finishing tools

-Stitching quality -Collaboration effectiveness -Final mat safety/quality -Group work assessment

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Sequence Performance on Woven Mat

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

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

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

How does the woven mat enhance gymnastics performance?

-MENTOR Creative Arts Grade 6 Learner's Book Page 103-104
-Completed woven mats
-Percussion instruments
-Video recording devices
-Performance space
-Feedback forms

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody (15 lessons)

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

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

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

How can one create interesting melodies?

-MENTOR Creative Arts Grade 6 Learner's Book Page 106
-Audio/video of "Doh a Deer"
-Digital playback device
-Sol-fa chart
-Keyboard/melodic instrument

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Sol-fa Ladder

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

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

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

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

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

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Descending Sol-fa

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

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

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

How does descending sol-fa differ from ascending?

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

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Singing with La

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

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

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

How does replacing syllables with "la" affect singing?

-MENTOR Creative Arts Grade 6 Learner's Book Page 107
-Sol-fa ladder chart
-Pitch reference tools
-Recording of ladder with "la"
-Playback equipment

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Kodaly Hand Signs

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

-Identify Kodaly hand signs for sol-fa syllables.
-Demonstrate hand signs while singing.
-Value the visual representation of pitch.

-Watch a video on Kodaly hand signs.
-Imitate the hand signs while watching.
-Discuss the hand signs demonstrated.
-Study pictures showing the hand signs.
-Discuss the level indicated on different sol-fa syllables.

How do hand signs help in learning sol-fa syllables?

-MENTOR Creative Arts Grade 6 Learner's Book Page 107-108
-Video of Kodaly hand signs
-Hand sign charts
-Digital devices
-Sol-fa level diagrams

-Hand sign identification -Imitation accuracy -Level understanding -Discussion participation

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Hand Sign Practice

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

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

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

How can the correct performance of hand signs be achieved?

-MENTOR Creative Arts Grade 6 Learner's Book Page 108
-Hand sign reference pictures
-Practice space
-Peer feedback forms
-Sol-fa syllable cards

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Sol-fa Ladders with Hand Signs

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

-Identify the difference in hand sign direction for ascending and descending ladders.
-Sing the sol-fa ladder while performing appropriate hand signs.
-Coordinate singing and hand movements.

-Study sol-fa ladders showing ascending and descending patterns.
-Identify the difference in hand sign direction between the patterns.
-Sing the ascending ladder while performing hand signs from down going up.
-Sing the descending ladder while performing hand signs from up going down.
-Practice coordination of voice and hands.

How does hand sign direction help indicate ascending or descending patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 108
-Ascending/descending sol-fa charts
-Hand sign direction diagrams
-Practice space
-Coordination exercises

-Direction identification -Singing-signing coordination -Ascending/descending accuracy -Performance fluidity

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Hand Signs Practice

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

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

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

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

-MENTOR Creative Arts Grade 6 Learner's Book Page 108-109
-Hand position reference charts
-Performance space
-Feedback forms
-Pitch reference tools

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Mary Had a Little Lamb Analysis

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

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

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

How can we identify pitch patterns in familiar songs?

-MENTOR Creative Arts Grade 6 Learner's Book Page 109-110
-Recording of "Mary Had a Little Lamb"
-Digital playback device
-Pitch movement charts
-Sol-fa analysis worksheets

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Song Analysis with La

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

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

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

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

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

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Twinkle Twinkle Analysis

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

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

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

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

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

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Sol-fa Identification Project

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

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

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

How can sol-fa analysis be presented visually?

-MENTOR Creative Arts Grade 6 Learner's Book Page 111-112
-Manila paper or poster boards
-Marker pens
-Hand sign printouts
-Calligraphy materials
-Display area

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Home Project

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

-Analyze sol-fa in a song of choice.
-Create a sol-fa chart with hand signs.
-Document work in a structured format.

-With guidance, watch/listen to songs in sol-fa.
-Choose a song other than previously studied examples.
-Write the words, sol-fa, and draw hand signs in a table.
-Organize work neatly and systematically.
-Prepare to share with classmates.

How can sol-fa analysis skills be applied independently?

-MENTOR Creative Arts Grade 6 Learner's Book Page 112
-Home project guidelines
-Sol-fa reference materials
-Hand sign references
-Documentation template
-Digital resources

-Song selection -Analysis accuracy -Table organization -Hand sign drawing -Project completion

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Introduction to Melody Composition

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

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

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

What makes a melody interesting?

-MENTOR Creative Arts Grade 6 Learner's Book Page 112
-Video on melody composition
-Sample melodies recordings
-Digital playback device
-Discussion prompts
-Melody analysis charts

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Exact Repetition

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

-Create melodies using exact repetition technique.
-Identify repeated sections in melodies.
-Apply rhythmic patterns to repeated melodies.

-Study a melody with exact repetition.
-Recite sol-fa syllables while clapping the rhythm.
-Sight sing the melody making Kodaly hand signs.
-Identify and underline repeated sections.
-Create new melodies using repetition technique.

How can repetition be used effectively in melody creation?

-MENTOR Creative Arts Grade 6 Learner's Book Page 112-113
-Melody examples with repetition
-Rhythm pattern cards
-Sol-fa display charts
-Composition worksheets
-Performance space

-Repetition identification -Melody creation -Rhythm application -Singing accuracy -Hand sign coordination

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Stepwise Motion

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

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

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

How does stepwise motion create melodic flow?

-MENTOR Creative Arts Grade 6 Learner's Book Page 113-114
-Stepwise melody examples
-Descant recorders
-Sol-fa ladder charts
-Rhythm creation materials
-Digital resources

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Narrow Leaps

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

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

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

How do leaps differ from stepwise motion in melodies?

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

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

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Long Jump (12 lessons)

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

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

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

How are long jump and high jump field events performed?

-MENTOR Creative Arts Grade 6 Learner's Book Page 125
-Pictures of long jump field
-Video clips of long jump
-Digital devices
-Charts showing parts of long jump field

-Observation -Oral questions -Discussion participation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique in Long Jump

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

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

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

Why is it important to maintain a tempo in athletics?

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

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

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Approach

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

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

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

How does proper approach affect long jump performance?

-MENTOR Creative Arts Grade 6 Learner's Book Page 126-127
-Long jump runway
-Markers for strides
-Demonstration area
-Safety equipment

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

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Take-off

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

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

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

How does proper take-off affect jump distance?

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

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

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Flight

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

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

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

How is body positioned during the flight phase?

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

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

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Landing

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

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

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

Why is proper landing technique important for safety?

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

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

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Practicing Sail Technique

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

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

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

How can progressive practice improve long jump technique?

-MENTOR Creative Arts Grade 6 Learner's Book Page 127-128
-Long jump field
-Markers for practice stations
-Observation checklists
-Feedback forms

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

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Full Sail Technique Practice

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

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

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

How does regular practice contribute to skill mastery?

-MENTOR Creative Arts Grade 6 Learner's Book Page 128
-Long jump field
-Warm-up and cool-down guides
-Performance assessment sheets
-Feedback forms

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

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - High Jump Facility

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

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

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

What are the essential components of a high jump facility?

-MENTOR Creative Arts Grade 6 Learner's Book Page 128-129
-Pictures of high jump facility
-High jump facility (if available)
-Charts showing parts of facility
-Video demonstrations

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

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Scissors Technique in High Jump

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

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

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

How is the scissors technique performed in high jump?

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

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

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Scissors Technique Practice

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

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

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

How does proper practice improve high jump technique?

-MENTOR Creative Arts Grade 6 Learner's Book Page 130-131
-High jump facility
-Landing mats
-Bar at adjustable heights
-Safety equipment
-Demonstration charts

-Technique execution -Safety application -Confidence display -Practice participation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Full Scissors Technique Practice

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

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

-Do warm-up activities before executing scissors technique.
-Visit the high jump field in school.
-Take turns performing scissors technique as instructed.
-Perform repeatedly until well executed.
-Appreciate peers' efforts by clapping and offering feedback.
-Perform cool-down exercises after activity.

How does regular practice contribute to skill mastery?

-MENTOR Creative Arts Grade 6 Learner's Book Page 131
-High jump facility
-Warm-up and cool-down guides
-Performance assessment sheets
-Feedback forms

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

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Full Scissors Technique Practice

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

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

-Do warm-up activities before executing scissors technique.
-Visit the high jump field in school.
-Take turns performing scissors technique as instructed.
-Perform repeatedly until well executed.
-Appreciate peers' efforts by clapping and offering feedback.
-Perform cool-down exercises after activity.

How does regular practice contribute to skill mastery?

-MENTOR Creative Arts Grade 6 Learner's Book Page 131
-High jump facility
-Warm-up and cool-down guides
-Performance assessment sheets
-Feedback forms

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder (16 lessons)

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

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

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

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

-MENTOR Creative Arts Grade 6 Learner's Book Page 135-136
-Descant recorders
-Finger position charts
-Demonstration videos
-Digital devices

-Observation -Finger positioning assessment -Oral questions -Participation

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Finger Positions

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

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

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

How do finger positions affect the notes produced?

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

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Digital Research

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

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

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

What resources are available online for learning recorder?

-MENTOR Creative Arts Grade 6 Learner's Book Page 136-137
-Digital devices
-Internet access
-Video links
-Descant recorders
-Note charts

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Notes C and C'

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

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

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

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

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

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Notes D and D'

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

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

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

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

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

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Note E

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

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

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

How does note E compare to previously learned notes?

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

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Note F

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

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

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

How does note F compare to previously learned notes?

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

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Playing Posture

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

-Demonstrate correct posture when playing the recorder.
-Play various notes with proper technique.
-Provide constructive feedback to peers.

-Study a picture of a learner playing a descant recorder.
-Discuss the posture of the learner.
-Individually play notes C, E, F, and G on the descant recorder.
-Sit upright with feet firmly on the ground.
-Observe correct finger positions while playing.
-Blow gently into the mouthpiece.
-Comment on each other's performance.

Why is proper posture important when playing the recorder?

-MENTOR Creative Arts Grade 6 Learner's Book Page 139-140
-Descant recorders
-Posture demonstration charts
-Mirrors for self-observation
-Feedback forms

-Posture demonstration -Playing technique -Note accuracy -Peer feedback

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Note Recognition

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

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

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

What is the relationship between finger positions and note pitch?

-MENTOR Creative Arts Grade 6 Learner's Book Page 140
-Descant recorders
-Note identification charts
-Sol-fa ladder diagrams
-Ascending/descending practice guides

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Posture and Tonguing

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

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

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

How does tonguing affect sound quality on the recorder?

-MENTOR Creative Arts Grade 6 Learner's Book Page 140-141
-Digital devices
-Video on posture and tonguing
-Descant recorders
-Demonstration guides

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Jingle Bells Melody

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

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

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

How can you perform a melody accurately on the recorder?

-MENTOR Creative Arts Grade 6 Learner's Book Page 141-142
-Descant recorders
-"Jingle Bells" sheet music
-Video tutorial
-Digital playback device
-Rhythm cards

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - London Bridge Melody

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

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

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

Why are hygiene practices important when playing the recorder?

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

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Kenya National Anthem

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

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

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

What is the cultural significance of the National Anthem?

-MENTOR Creative Arts Grade 6 Learner's Book Page 142-143
-Recording of Kenya National Anthem
-Digital playback device
-Lyrics of the National Anthem
-Information on Anthem protocol

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Playing the National Anthem

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

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

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

How can playing the National Anthem foster national identity?

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

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Performance Practice

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

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

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

How does musical performance contribute to cultural expression?

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

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Instrument Care

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

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

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

Why is instrument care important for longevity and hygiene?

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

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