2.0 PERFORMING AND DISPLAYING

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

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

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

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

How are long jump and high jump field events performed?

-MENTOR Creative Arts Grade 6 Learner's Book Page 125
-Pictures of long jump field
-Video clips of long jump
-Digital devices
-Charts showing parts of long jump field
-MENTOR Creative Arts Grade 6 Learner's Book Page 126
-Pictures of sail technique
-Video clips
-Safety guidelines charts

-Observation -Oral questions -Discussion participation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Approach

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
2.1 Athletics - Sail Technique Flight

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
-Long jump pit
-Flight position demonstration charts
-Video demonstrations

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

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
2.1 Athletics - High Jump Facility

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

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

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

How does regular practice contribute to skill mastery?

-MENTOR Creative Arts Grade 6 Learner's Book Page 128
-Long jump field
-Warm-up and cool-down guides
-Performance assessment sheets
-Feedback forms
-MENTOR Creative Arts Grade 6 Learner's Book Page 128-129
-Pictures of high jump facility
-High jump facility (if available)
-Charts showing parts of facility
-Video demonstrations

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

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Scissors Technique in High Jump

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

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

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

How is the scissors technique performed in high jump?

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

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

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Scissors Technique Practice
2.1 Athletics - Full Scissors Technique Practice

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

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

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

How does proper practice improve high jump technique?

-MENTOR Creative Arts Grade 6 Learner's Book Page 130-131
-High jump facility
-Landing mats
-Bar at adjustable heights
-Safety equipment
-Demonstration charts
-MENTOR Creative Arts Grade 6 Learner's Book Page 131
-Warm-up and cool-down guides
-Performance assessment sheets
-Feedback forms

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder (16 lessons)

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

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

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

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

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

-Observation -Finger positioning assessment -Oral questions -Participation

2.0 PERFORMING AND DISPLAYING

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

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

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

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

How do finger positions affect the notes produced?

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

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Notes C and C'

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
2.2 Descant Recorder - Note F

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
-MENTOR Creative Arts Grade 6 Learner's Book Page 139
-Note F charts

-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
2.2 Descant Recorder - Posture and Tonguing

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

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

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

What is the relationship between finger positions and note pitch?

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

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Jingle Bells Melody

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
2.2 Descant Recorder - Kenya National Anthem

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
-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

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

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
PERFORMANCE AND DISPLAY

2.2 Descant Recorder - Instrument Care
Swimming - Body Position in Breaststroke

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
MENTOR Creative Arts Grade 6 Learner's Book Page 167

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

PERFORMANCE AND DISPLAY

Swimming - Breaststroke Technique

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

-Watch videos of breaststroke technique in swimming.
-Identify key movements in breaststroke.
-Discuss safety measures when swimming.

Learner is guided to:
-Using a digital device, watch a video clip showing breaststroke in swimming.
-Observe the body position, movement of arms and legs, and timing for proper breathing.
-Observe how the swimmer is moving in the water.
-Discuss safety measures that should be observed when swimming.

How is breaststroke performed in swimming?

MENTOR Creative Arts Grade 6 Learner's Book Page 167-168

- Observation -Oral questions -Discussion

PERFORMANCE AND DISPLAY

Swimming - Observing Breaststroke
Swimming - Body Position in Inverted Breaststroke

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

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

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

Why is it important to learn how to swim?

MENTOR Creative Arts Grade 6 Learner's Book Page 168
MENTOR Creative Arts Grade 6 Learner's Book Page 169

- Observation -Oral presentation -Group assessment

PERFORMANCE AND DISPLAY

Swimming - Floatation and Body Position

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

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

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

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

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

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Arm Action in Inverted Breaststroke
Swimming - Leg Action in Inverted Breaststroke

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

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

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

How is the arm action performed in inverted breaststroke?

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

- Observation -Skill assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Breathing in Inverted Breaststroke

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

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

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

How is proper breathing maintained in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 171

- Observation -Skill assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Rhythm Establishment in Inverted Breaststroke
Swimming - Practising Floatation

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

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

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

How do we establish proper rhythm in inverted breaststroke?

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

- Observation -Skill assessment -Performance analysis

PERFORMANCE AND DISPLAY

Swimming - Practising Arm Action

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

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

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

How can we improve our arm action in inverted breaststroke?

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

- Observation -Skill assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Practising Leg Action

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

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

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

How can we improve our leg action in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 173

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Coordinating Arms and Legs
Swimming - Glide Game

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

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

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

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

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

- Observation -Skill assessment -Performance analysis

PERFORMANCE AND DISPLAY

Swimming - Montage Technique Introduction

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

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

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

Why is overlapping important in a montage work?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Oral questions -Discussion

PERFORMANCE AND DISPLAY

Swimming - Montage Material Collection
Swimming - Creating a Montage

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

-Select pictures from old magazines, newspapers, and calendars.
-Cut out images for montage composition.
-Show interest in creating a montage.

Learner is guided to:
-Select and cut out pictures from old magazines, newspapers, and calendars.
-Choose images that relate to water conservation or swimming.
-Organize the cut-out images for the montage composition.
-Discuss how the images will be arranged in the composition.

What materials are suitable for creating a montage?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Materials collection assessment -Portfolio

PERFORMANCE AND DISPLAY

Swimming - Displaying and Evaluating Montages

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

-Display montage compositions.
-Talk about own and others' montages.
-Record and evaluate swimming performance.

Learner is guided to:
-Display the completed montage compositions.
-Talk about own and others' montages, focusing on the principles applied.
-In pairs, record video clips of own and others' swimming performance.
-Evaluate the performance and give constructive feedback.

How can we evaluate and improve our artistic and swimming performances?

MENTOR Creative Arts Grade 6 Learner's Book

- Exhibition -Peer assessment -Video analysis

PERFORMANCE AND DISPLAY
2.0 PERFORMING AND DISPLAYING

Swimming - Video Analysis
2.4 Indigenous Kenyan Craft - Slab Technique Identification

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

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

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

How can video analysis help improve swimming technique?

MENTOR Creative Arts Grade 6 Learner's Book
-MENTOR Creative Arts Grade 6 Learner's Book Page 159
-Pictures of decorated pottery
-Decoration technique guides
-Magnifying glasses for detail
-Pattern examples
-Craft appreciation prompts

- Video analysis -Discussion -Self-assessment

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Clay Preparation

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

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

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

Why is proper clay preparation essential for pottery?

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

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Modelling a Vase

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

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

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

What considerations are important when planning a clay project?

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

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Slab Cutting and Assembly
2.4 Indigenous Kenyan Craft - Form Building

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

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

-Cut slabs into rectangular and circular shapes.
-Understand proportional relationships between pieces.
-Join rectangular slab to circular base using slip.
-Scratch parts before joining and applying slip.
-Tap lightly on clay joints to compact them.
-Continue building the form with additional slabs.

How are clay pieces joined effectively?

-MENTOR Creative Arts Grade 6 Learner's Book Page 161
-Clay slabs
-Cutting tools
-Slip clay
-Joining tools
-Measurement tools
-Reference models
-MENTOR Creative Arts Grade 6 Learner's Book Page 162
-Clay slabs and pieces
-Drying area
-Progress monitoring sheet
-Reference photos

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Decoration Techniques

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

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

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

How do decorations enhance pottery items?

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

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

2.0 PERFORMING AND DISPLAYING

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

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

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

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

How do different decoration techniques create varied effects?

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

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Display and Critique

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

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

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

How does peer critique improve craft skills?

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

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Learning Points
2.4 Indigenous Kenyan Craft - Extended Learning

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

-Explain decoration techniques in detail.
-Describe the pottery process from clay to firing.
-Value traditional firing methods.

-Learn about burnishing as a pottery treatment.
-Understand the leather-hard state for decoration.
-Learn about stamping techniques and support methods.
-Understand safe drying practices to prevent cracking.
-Appreciate the effectiveness of traditional kilns.
-Comprehend the complete pottery process.

How have traditional pottery methods evolved over time?

-MENTOR Creative Arts Grade 6 Learner's Book Page 164-165
-Technique information sheets
-Process diagrams
-Traditional kiln information
-Historical context materials
-Visual aids
-Example pieces
-MENTOR Creative Arts Grade 6 Learner's Book Page 165
-Clay and tools
-Workspace
-Decoration materials
-Firing facility
-Display area
-Evaluation forms

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Cultural Significance

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

-Explain the cultural significance of pottery.
-Connect pottery to community traditions.
-Value cultural heritage in craft.

-Research the cultural contexts of pottery in different Kenyan communities.
-Identify traditional uses of pottery items.
-Understand how pottery traditions are passed down generations.
-Recognize the symbolic meanings in pottery designs.
-Appreciate the role of pottery in cultural identity.
-Connect personal craft work to cultural heritage.

How does pottery reflect cultural identity?

-MENTOR Creative Arts Grade 6 Learner's Book Page 165
-Cultural information resources
-Community elder interviews
-Traditional pottery examples
-Symbol interpretation guides
-Cultural context charts
-Heritage reflection prompts

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

APPRECIATION IN CREATIVE ARTS

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

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

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

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

Why is it important to showcase Creative Arts works?

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

- Observation -Oral questions -Group assessment

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Creating a Catalogue

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

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

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

How do we create an effective catalogue of exhibited artworks?

MENTOR Creative Arts Grade 6 Learner's Book Page 188

- Observation -Project assessment -Peer assessment

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Creating and Displaying Artwork

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

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

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

How can we effectively display and evaluate artworks?

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

- Observation -Project assessment -Exhibition -Peer assessment

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Pitch in Music
Analysis of Creative Arts Works - Melody in Music

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

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

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

How is pitch used as an element of music?

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

- Observation -Performance assessment -Group discussion

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Rhythm in Music

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

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

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

How is rhythm used in musical compositions?

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

- Observation -Performance assessment -Discussion

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Dynamics in Music
Analysis of Creative Arts Works - Tempo in Music

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

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

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

How do dynamics enhance musical expression?

MENTOR Creative Arts Grade 6 Learner's Book Page 191-192
MENTOR Creative Arts Grade 6 Learner's Book Page 192-193

- Observation -Performance assessment -Oral presentation

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Texture in Music

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

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

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

How does texture contribute to musical compositions?

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

- Observation -Performance assessment -Discussion

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Relating Music to Life
Analysis of Creative Arts Works - Participating in Sporting Events

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

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

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

How can music communicate important social messages?

MENTOR Creative Arts Grade 6 Learner's Book Page 194-195
MENTOR Creative Arts Grade 6 Learner's Book Page 195-196

- Observation -Discussion -Oral presentation

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Categories

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

-Identify string instruments from different Kenyan communities.
-Value Kenyan indigenous string instruments.
-Appreciate cultural diversity in music.

Learner is guided to:
-Study pictures of learners playing different instruments.
-Identify the instruments being played.
-Name the types of instruments shown in the pictures.
-Discuss which instruments they have played or would like to play.

How can one play an instrument in an instrumental ensemble?

MENTOR Creative Arts Grade 6 Learner's Book Page 148

- Observation -Oral questions -Self-assessment

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Classification

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

-Match instruments with the correct type of ensemble.
-Watch a performance of an instrumental ensemble.
-Appreciate the role of different instruments in an ensemble.

Learner is guided to:
-Match various instruments with the correct type of ensemble (wind, string, percussion).
-Share their work with the class for feedback.
-Using a digital device, watch a performance of an instrumental ensemble.
-Identify how the learners started the ensemble and which instrument controls others.

How are indigenous Kenyan instrumental ensembles classified?

MENTOR Creative Arts Grade 6 Learner's Book Page 148-149

- Observation -Matching exercise -Discussion

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - String Ensemble
Indigenous Kenyan Instrumental Ensembles - Wind Ensemble

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

-Identify instruments that belong to the string ensemble.
-Name string instruments from different Kenyan communities.
-Value the cultural significance of string instruments.

Learner is guided to:
-Study pictures of various instruments.
-Fill in a table with the name and type of ensemble each instrument falls into.
-Identify the string instruments among them.
-Name other instruments that fall into the string ensemble category.

What instruments make up a string ensemble?

MENTOR Creative Arts Grade 6 Learner's Book Page 149-150
MENTOR Creative Arts Grade 6 Learner's Book Page 150-151

- Observation -Written exercise -Group assessment

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Percussion Ensemble

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

-Identify instruments that belong to the percussion ensemble.
-Name percussion instruments from different Kenyan communities.
-Value the rhythmic role of percussion instruments.

Learner is guided to:
-Identify instruments that belong to the percussion ensemble from a word puzzle.
-Name percussion instruments from different Kenyan communities.
-Discuss how percussion instruments are played.
-Appreciate the rhythmic role of percussion instruments in ensembles.

What instruments make up a percussion ensemble?

MENTOR Creative Arts Grade 6 Learner's Book Page 151-152

- Observation -Word puzzle -Discussion

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Factors to Consider
Indigenous Kenyan Instrumental Ensembles - Tuning and Technique

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

-Identify factors to consider when playing in an instrumental ensemble.
-Describe how these factors help successful performance.
-Value coordination in ensemble playing.

Learner is guided to:
-Study pictures of learners playing in an ensemble.
-Identify the musical instruments played by each learner.
-Discuss how each instrument is played.
-Talk about the factors to consider in order to play well in an ensemble.

What factors contribute to successful ensemble playing?

MENTOR Creative Arts Grade 6 Learner's Book Page 152-153
MENTOR Creative Arts Grade 6 Learner's Book Page 153-154

- Observation -Group discussion -Oral presentation

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Rhythm and Synchrony

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

-Explain the importance of accuracy in rhythm and melody.
-Describe the role of synchrony in ensemble playing.
-Value tempo and creativity in ensemble performance.

Learner is guided to:
-Discuss the importance of playing with accuracy in rhythm and melody.
-Explain how instruments should be played in synchrony with other players.
-Discuss how the tempo of play should be agreeable to all players.
-Explore how creativity and improvisation enhance performances.

How do rhythm, synchrony, and tempo contribute to ensemble playing?

MENTOR Creative Arts Grade 6 Learner's Book Page 154

- Observation -Oral presentation -Group discussion

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Instrument Selection
Indigenous Kenyan Instrumental Ensembles - Instrument Care

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

-Identify different musical instruments in pictures.
-Describe how each instrument is held or positioned.
-Demonstrate proper handling of instruments.

Learner is guided to:
-Name musical instruments shown in pictures.
-Describe how each instrument is held or positioned.
-Take turns to demonstrate how bowing, hitting, blowing, and shaking are done.
-Discuss how to care for musical instruments after playing.

How are different instruments properly held and played?

MENTOR Creative Arts Grade 6 Learner's Book Page 154-155
MENTOR Creative Arts Grade 6 Learner's Book Page 155-156

- Observation -Demonstration -Oral presentation

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Tuning and Playing

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

-Tune a selected instrument.
-Play the instrument in an ensemble using appropriate technique.
-Value proper tuning for quality sound.

Learner is guided to:
-Select an instrument to play in an Indigenous Kenyan instrumental ensemble.
-Correctly tune the selected instrument.
-Practise playing the instrument using appropriate technique.
-Play the instrument in an ensemble and receive feedback from peers.
-Clean the instrument after use.

How does proper tuning affect the quality of ensemble performance?

MENTOR Creative Arts Grade 6 Learner's Book Page 156

- Observation -Performance assessment -Peer feedback

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Ensemble Performance

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

-Play a selected instrument in an ensemble using appropriate techniques.
-Observe proper synchrony and rhythm in ensemble playing.
-Appreciate the role of each instrument in the ensemble.

Learner is guided to:
-Prepare an indigenous Kenyan instrumental ensemble performance.
-Choose an instrument to play and tune it appropriately.
-Play the instrument in an ensemble for classmates.
-Record the performance using a digital device.
-Clean the instruments after use and share them with other learners.

How can we create a cohesive ensemble performance?

MENTOR Creative Arts Grade 6 Learner's Book Page 156-157

- Observation -Performance assessment -Video analysis

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Tote Bag Materials
Indigenous Kenyan Instrumental Ensembles - Making a Tote Bag

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

-Collect materials for making a tote bag.
-Prepare materials for the bag construction.
-Value recycling in art creation.

Learner is guided to:
-Collect materials for making a tote bag: reusable fabric, thread, artificial or natural dyes, scissors, marking tool.
-Prepare the materials for bag construction.
-Discuss the importance of using recycled materials.
-Plan the design of the tote bag.

What materials can be used to create a functional tote bag?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Materials collection assessment -Planning assessment

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Decorating the Tote Bag

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

-Use stencils to print designs on the tote bag.
-Apply spraying technique for decoration.
-Value creativity in decoration.

Learner is guided to:
-Use paper stencils to print designs on the tote bag using spraying technique.
-Apply natural or artificial dye using spray cans or old toothbrushes.
-Create patterns and designs related to musical instruments or cultural motifs.
-Ensure even application of the dye.

How can we effectively decorate a tote bag using spraying technique?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Project assessment -Creative assessment

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Finishing the Tote Bag
Indigenous Kenyan Instrumental Ensembles - Display and Appreciation

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

-Finish the tote bag by trimming, embellishing, and ironing.
-Create a functional bag for storing Creative Arts equipment.
-Value the finishing process in creative work.

Learner is guided to:
-Finish the tote bag by trimming excess threads and fabric.
-Add embellishments such as beads or buttons if desired.
-Iron the bag to set the dye and create a neat appearance.
-Ensure the bag is functional for storing Creative Arts equipment.

Why is proper finishing important in creative work?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Project assessment -Product assessment

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Display and Appreciation

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