CREATING AND EXECUTING

Wind Musical Instruments (Drawing)

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

Identify indigenous wind musical instruments from Kenyan communities.
Name the parts of a wind instrument.
Value indigenous wind musical instruments from Kenyan communities.

In groups, pairs or individually learners are guided to:
Identify indigenous wind musical instruments from Kenyan communities.
Name the parts of a wind instrument.

What are the benefits of identifying indigenous wind instruments in Kenyan communities?

Creative Arts Curriculum Design Grade 5
Wind instruments,
reusable
resources for making a wind
instrument, brushes, drawing papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Wind Musical Instruments (Drawing)

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

Identify indigenous wind musical instruments from Kenyan communities.
Name the parts of a wind instrument.
Value indigenous wind musical instruments from Kenyan communities.

In groups, pairs or individually learners are guided to:
Identify indigenous wind musical instruments from Kenyan communities.
Name the parts of a wind instrument.

What are the benefits of identifying indigenous wind instruments in Kenyan communities?

Creative Arts Curriculum Design Grade 5
Wind instruments,
reusable
resources for making a wind
instrument, brushes, drawing papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Wind Musical Instruments (Drawing)

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

Identify indigenous wind musical instruments from Kenyan communities.
Name the parts of a wind instrument.
Value indigenous wind musical instruments from Kenyan communities.

In groups, pairs or individually learners are guided to:
Identify indigenous wind musical instruments from Kenyan communities.
Name the parts of a wind instrument.

What are the benefits of identifying indigenous wind instruments in Kenyan communities?

Creative Arts Curriculum Design Grade 5
Wind instruments,
reusable
resources for making a wind
instrument, brushes, drawing papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Wind Musical Instruments (Drawing)

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

Explain the role of the parts of a wind instrument in sound production.
Discuss how the parts of a wind instrumeent contribute towards sound production.
Value indigenous wind musical instruments from Kenyan communities.

In groups, pairs or individually learners are guided to:
Explain the role of the parts of a wind instrument in sound production.
Discuss how the parts of a wind instrumeent contribute towards sound production.

What are the role of the parts of a wind instrument?

Creative Arts Curriculum Design Grade 5
Wind instruments,
reusable
resources for making a wind
instrument, brushes, drawing papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Wind Musical Instruments (Drawing)

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

Explain the role of the parts of a wind instrument in sound production.
Discuss how the parts of a wind instrumeent contribute towards sound production.
Value indigenous wind musical instruments from Kenyan communities.

In groups, pairs or individually learners are guided to:
Explain the role of the parts of a wind instrument in sound production.
Discuss how the parts of a wind instrumeent contribute towards sound production.

What are the role of the parts of a wind instrument?

Creative Arts Curriculum Design Grade 5
Wind instruments,
reusable
resources for making a wind
instrument, brushes, drawing papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Wind Musical Instruments (Drawing)

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

Explain the role of the parts of a wind instrument in sound production.
Discuss how the parts of a wind instrumeent contribute towards sound production.
Value indigenous wind musical instruments from Kenyan communities.

In groups, pairs or individually learners are guided to:
Explain the role of the parts of a wind instrument in sound production.
Discuss how the parts of a wind instrumeent contribute towards sound production.

What are the role of the parts of a wind instrument?

Creative Arts Curriculum Design Grade 5
Wind instruments,
reusable
resources for making a wind
instrument, brushes, drawing papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Wind Musical Instruments (Drawing)

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

Source locally available materials and make a wind instrument
Make a wind instrument using locally available materials
Value indigenous wind musical instruments from Kenyan communities.

In groups, pairs or individually learners are guided to:
Source locally available materials and make a wind instrument
Make a wind instrument using locally available materials

Which locally available materials do you need to make a wind instrument?

Creative Arts Curriculum Design Grade 5
Wind instruments,
reusable
resources for making a wind
instrument, brushes, drawing papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Wind Musical Instruments (Drawing)

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

Source locally available materials and make a wind instrument
Make a wind instrument using locally available materials
Value indigenous wind musical instruments from Kenyan communities.

In groups, pairs or individually learners are guided to:
Source locally available materials and make a wind instrument
Make a wind instrument using locally available materials

Which locally available materials do you need to make a wind instrument?

Creative Arts Curriculum Design Grade 5
Wind instruments,
reusable
resources for making a wind
instrument, brushes, drawing papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Wind Musical Instruments (Drawing)

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

Source locally available materials and make a wind instrument
Make a wind instrument using locally available materials
Value indigenous wind musical instruments from Kenyan communities.

In groups, pairs or individually learners are guided to:
Source locally available materials and make a wind instrument
Make a wind instrument using locally available materials

Which locally available materials do you need to make a wind instrument?

Creative Arts Curriculum Design Grade 5
Wind instruments,
reusable
resources for making a wind
instrument, brushes, drawing papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Wind Musical Instruments (Drawing)

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

Tune the wind instrument made for functionality.
Care for an indigenous Kenyan musical wind instrument.
Value indigenous wind musical instruments from Kenyan communities.

In groups, pairs or individually learners are guided to:
Tune the wind instrument made for functionality.
Care for an indigenous Kenyan musical wind instrument.

Why is it necessary to care for and maintain a wind instrument?

Creative Arts Curriculum Design Grade 5
Wind instruments,
reusable
resources for making a wind
instrument, brushes, drawing papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Wind Musical Instruments (Drawing)

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

Tune the wind instrument made for functionality.
Care for an indigenous Kenyan musical wind instrument.
Value indigenous wind musical instruments from Kenyan communities.

In groups, pairs or individually learners are guided to:
Tune the wind instrument made for functionality.
Care for an indigenous Kenyan musical wind instrument.

Why is it necessary to care for and maintain a wind instrument?

Creative Arts Curriculum Design Grade 5
Wind instruments,
reusable
resources for making a wind
instrument, brushes, drawing papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Wind Musical Instruments (Drawing)

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

Tune the wind instrument made for functionality.
Care for an indigenous Kenyan musical wind instrument.
Value indigenous wind musical instruments from Kenyan communities.

In groups, pairs or individually learners are guided to:
Tune the wind instrument made for functionality.
Care for an indigenous Kenyan musical wind instrument.

Why is it necessary to care for and maintain a wind instrument?

Creative Arts Curriculum Design Grade 5
Wind instruments,
reusable
resources for making a wind
instrument, brushes, drawing papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Wind Musical Instruments (Drawing)

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

Explore real/virtual drawings to discuss texture.
Draw a wind instrument using crayon etching technique to express texture.
Value indigenous wind musical instruments from Kenyan communities.

In groups, pairs or individually learners are guided to:
Explore real/virtual drawings to discuss texture.
Draw a wind instrument using crayon etching technique to express texture.

How can you use crayon etching technique to draw a wind instrument?

Creative Arts Curriculum Design Grade 5
Wind instruments,
reusable
resources for making a wind
instrument, brushes, drawing papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Wind Musical Instruments (Drawing)

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

Explore real/virtual drawings to discuss texture.
Draw a wind instrument using crayon etching technique to express texture.
Value indigenous wind musical instruments from Kenyan communities.

In groups, pairs or individually learners are guided to:
Explore real/virtual drawings to discuss texture.
Draw a wind instrument using crayon etching technique to express texture.

How can you use crayon etching technique to draw a wind instrument?

Creative Arts Curriculum Design Grade 5
Wind instruments,
reusable
resources for making a wind
instrument, brushes, drawing papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Wind Musical Instruments (Drawing)

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

Explore real/virtual drawings to discuss texture.
Draw a wind instrument using crayon etching technique to express texture.
Value indigenous wind musical instruments from Kenyan communities.

In groups, pairs or individually learners are guided to:
Explore real/virtual drawings to discuss texture.
Draw a wind instrument using crayon etching technique to express texture.

How can you use crayon etching technique to draw a wind instrument?

Creative Arts Curriculum Design Grade 5
Wind instruments,
reusable
resources for making a wind
instrument, brushes, drawing papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Football

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

Execute the skills of kicking in football.
Practice kicking skills in Football.
Appreciate playing Football game with the skills of kicking for enjoyment.

In groups, pairs or individually learners are guided to:
Execute the skills of kicking in football.
Practice kicking skills in Football.

Why is the Football game popular?

Creative Arts Curriculum Design Grade 5
Digital devices, footballs,
marked fields, goal posts,
papier mâché,

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Football

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

Execute the skills of kicking in football.
Practice kicking skills in Football.
Appreciate playing Football game with the skills of kicking for enjoyment.

In groups, pairs or individually learners are guided to:
Execute the skills of kicking in football.
Practice kicking skills in Football.

How can you execute the skill kicking of in Football?

Creative Arts Curriculum Design Grade 5
Digital devices, footballs,
marked fields, goal posts,
papier mâché,

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Football

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

Execute the skills of kicking in football.
Practice kicking skills in Football.
Appreciate playing Football game with the skills of kicking for enjoyment.

In groups, pairs or individually learners are guided to:
Execute the skills of kicking in football.
Practice kicking skills in Football.

How can you execute the skill kicking of in Football?

Creative Arts Curriculum Design Grade 5
Digital devices, footballs,
marked fields, goal posts,
papier mâché,

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Football

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

Execute the skills of kicking in football.
Practice kicking skills in Football.
Appreciate playing Football game with the skills of kicking for enjoyment.

In groups, pairs or individually learners are guided to:
Execute the skills of kicking in football.
Practice kicking skills in Football.

How can you execute the skill kicking of in Football?

Creative Arts Curriculum Design Grade 5
Digital devices, footballs,
marked fields, goal posts,
papier mâché,

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Football

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

Practise stopping skills in Football.
Execute the skills of stopping in football
Appreciate playing Football game with the skills of stopping for enjoyment.

In groups, pairs or individually learners are guided to:
Practise stopping skills in Football.
Execute the skills of stopping in football

How can you execute the skill stopping of in Football?

Creative Arts Curriculum Design Grade 5
Digital devices, footballs,
marked fields, goal posts,
papier mâché,

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Football

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

Practise stopping skills in Football.
Execute the skills of stopping in football
Appreciate playing Football game with the skills of stopping for enjoyment.

In groups, pairs or individually learners are guided to:
Practise stopping skills in Football.
Execute the skills of stopping in football

How can you execute the skill stopping of in Football?

Creative Arts Curriculum Design Grade 5
Digital devices, footballs,
marked fields, goal posts,
papier mâché,

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Football

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

Practise stopping skills in Football.
Execute the skills of stopping in football
Appreciate playing Football game with the skills of stopping for enjoyment.

In groups, pairs or individually learners are guided to:
Practise stopping skills in Football.
Execute the skills of stopping in football

How can you execute the skill stopping of in Football?

Creative Arts Curriculum Design Grade 5
Digital devices, footballs,
marked fields, goal posts,
papier mâché,

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Football

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

Practise stopping skills in Football.
Execute the skills of stopping in football
Appreciate playing Football game with the skills of stopping for enjoyment.

In groups, pairs or individually learners are guided to:
Practise stopping skills in Football.
Execute the skills of stopping in football

How can you execute the skill stopping of in Football?

Creative Arts Curriculum Design Grade 5
Digital devices, footballs,
marked fields, goal posts,
papier mâché,

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Football

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

Practise dribbling skills in Football.
Execute the skills of dribbling in football.
Appreciate playing Football game with the skills of dribbling for enjoyment.

In groups, pairs or individually learners are guided to:
Practise dribbling skills in Football.
Execute the skills of dribbling in football.

How can you execute the skill dribbling of in Football?

Creative Arts Curriculum Design Grade 5
Digital devices, footballs,
marked fields, goal posts,
papier mâché,

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Football

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

Practise dribbling skills in Football.
Execute the skills of dribbling in football.
Appreciate playing Football game with the skills of dribbling for enjoyment.

In groups, pairs or individually learners are guided to:
Practise dribbling skills in Football.
Execute the skills of dribbling in football.

How can you execute the skill dribbling of in Football?

Creative Arts Curriculum Design Grade 5
Digital devices, footballs,
marked fields, goal posts,
papier mâché,

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Football

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

Practise dribbling skills in Football.
Execute the skills of dribbling in football.
Appreciate playing Football game with the skills of dribbling for enjoyment.

In groups, pairs or individually learners are guided to:
Practise dribbling skills in Football.
Execute the skills of dribbling in football.

How can you execute the skill dribbling of in Football?

Creative Arts Curriculum Design Grade 5
Digital devices, footballs,
marked fields, goal posts,
papier mâché,

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Football

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

Practise dribbling skills in Football.
Execute the skills of dribbling in football.
Appreciate playing Football game with the skills of dribbling for enjoyment.

In groups, pairs or individually learners are guided to:
Practise dribbling skills in Football.
Execute the skills of dribbling in football.

How can you execute the skill dribbling of in Football?

Creative Arts Curriculum Design Grade 5
Digital devices, footballs,
marked fields, goal posts,
papier mâché,

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Football

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

Use a mould to cast papier mâché cones following correct procedure.
Prepare papier mâché for casting cones.
Paint the cones for marking the playing area.
Appreciate playing Football game on a field marked using cones for enjoyment.

In groups, pairs or individually learners are guided to:
Use a mould to cast papier mâché cones following correct procedure.
Prepare papier mâché for casting cones.
Paint the cones for marking the playing area.

What is the correct procedure to prepare papier mâché?

Creative Arts Curriculum Design Grade 5
Digital devices, footballs,
marked fields, goal posts,
papier mâché,

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Football

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

Use a mould to cast papier mâché cones following correct procedure.
Prepare papier mâché for casting cones.
Paint the cones for marking the playing area.
Appreciate playing Football game on a field marked using cones for enjoyment.

In groups, pairs or individually learners are guided to:
Use a mould to cast papier mâché cones following correct procedure.
Prepare papier mâché for casting cones.
Paint the cones for marking the playing area.

What is the correct procedure to prepare papier mâché?

Creative Arts Curriculum Design Grade 5
Digital devices, footballs,
marked fields, goal posts,
papier mâché,

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Football

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

Use a mould to cast papier mâché cones following correct procedure.
Prepare papier mâché for casting cones.
Paint the cones for marking the playing area.
Appreciate playing Football game on a field marked using cones for enjoyment.

In groups, pairs or individually learners are guided to:
Use a mould to cast papier mâché cones following correct procedure.
Prepare papier mâché for casting cones.
Paint the cones for marking the playing area.

What are the advantages of casting with papier mâché?

Creative Arts Curriculum Design Grade 5
Digital devices, footballs,
marked fields, goal posts,
papier mâché,

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Football

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

Mark the playing area using the cones.
Play mini football games within the marked field while applying skills learnt.
Appreciate playing Football game on a field marked using cones for enjoyment.

In groups, pairs or individually learners are guided to:
Mark the playing area using the cones.
Play mini football games within the marked field while applying skills learnt.

What are the advantages of casting with papier mâché?

Creative Arts Curriculum Design Grade 5
Digital devices, footballs,
marked fields, goal posts,
papier mâché,

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Football

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

Mark the playing area using the cones.
Play mini football games within the marked field while applying skills learnt.
Appreciate playing Football game on a field marked using cones for enjoyment.

In groups, pairs or individually learners are guided to:
Mark the playing area using the cones.
Play mini football games within the marked field while applying skills learnt.

Why is the Football game popular?

Creative Arts Curriculum Design Grade 5
Digital devices, footballs,
marked fields, goal posts,
papier mâché,

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Football

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

Mark the playing area using the cones.
Play mini football games within the marked field while applying skills learnt.
Appreciate playing Football game on a field marked using cones for enjoyment.

In groups, pairs or individually learners are guided to:
Mark the playing area using the cones.
Play mini football games within the marked field while applying skills learnt.

Why is the Football game popular?

Creative Arts Curriculum Design Grade 5
Digital devices, footballs,
marked fields, goal posts,
papier mâché,

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Football

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

Mark the playing area using the cones.
Play mini football games within the marked field while applying skills learnt.
Appreciate playing Football game on a field marked using cones for enjoyment.

In groups, pairs or individually learners are guided to:
Mark the playing area using the cones.
Play mini football games within the marked field while applying skills learnt.

Why is the Football game popular?

Creative Arts Curriculum Design Grade 5
Digital devices, footballs,
marked fields, goal posts,
papier mâché,

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

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

Interpret rhythmic patterns involving minim their rests.
Relate the French rhythm names to music note symbols and their rests: minim.
Appreciate rhythm note values, symbols and their rests.

In groups, pairs or individually learners are guided to:
Interpret rhythmic patterns involving minim their rests.
Relate the French rhythm names to music note symbols and their rests: minim.

How can you interpret rhythmic patterns involving minim and their rests?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

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

Interpret rhythmic patterns involving minim their rests.
Relate the French rhythm names to music note symbols and their rests: minim.
Appreciate rhythm note values, symbols and their rests.

In groups, pairs or individually learners are guided to:
Interpret rhythmic patterns involving minim their rests.
Relate the French rhythm names to music note symbols and their rests: minim.

How can you interpret rhythmic patterns involving minim and their rests?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

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

Interpret rhythmic patterns involving crotchet their rests.
Relate the French rhythm names to music note symbols and their rests: crotchet.
Appreciate rhythm note values, symbols and their rests.

In groups, pairs or individually learners are guided to:
Interpret rhythmic patterns involving crotchet their rests.
Relate the French rhythm names to music note symbols and their rests: crotchet.

How can you interpret rhythmic patterns involving crotchet and their rests?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

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

Interpret rhythmic patterns involving crotchet their rests.
Relate the French rhythm names to music note symbols and their rests: crotchet.
Appreciate rhythm note values, symbols and their rests.

In groups, pairs or individually learners are guided to:
Interpret rhythmic patterns involving crotchet their rests.
Relate the French rhythm names to music note symbols and their rests: crotchet.

How can you interpret rhythmic patterns involving crotchet and their rests?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

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

Interpret rhythmic patterns involving a pair of quavers their rests.
Relate the French rhythm names to music note symbols and their rests: a pair of quavers.
Appreciate rhythm note values, symbols and their rests.

In groups, pairs or individually learners are guided to:
Interpret rhythmic patterns involving a pair of quavers their rests.
Relate the French rhythm names to music note symbols and their rests: a pair of quavers.

How can you interpret rhythmic patterns involving a pair of quavers and their rests?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

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

Interpret rhythmic patterns involving a pair of quavers their rests.
Relate the French rhythm names to music note symbols and their rests: a pair of quavers.
Appreciate rhythm note values, symbols and their rests.

In groups, pairs or individually learners are guided to:
Interpret rhythmic patterns involving a pair of quavers their rests.
Relate the French rhythm names to music note symbols and their rests: a pair of quavers.

How can you interpret rhythmic patterns involving a pair of quavers and their rests?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

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

Write the note symbols; a minim, crotchet, a pair of quavers and their rests on monotone.
Create rhythms using music note values and their rests.
Have fun creating rhythms using music note values and their rests.

In groups, pairs or individually learners are guided to:
Write the note symbols; a minim, crotchet, a pair of quavers and their rests on monotone.
Create rhythms using music note values and their rests.

Which symbol represent a minim?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

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

Write the note symbols; a minim, crotchet, a pair of quavers and their rests on monotone.
Create rhythms using music note values and their rests.
Have fun creating rhythms using music note values and their rests.

In groups, pairs or individually learners are guided to:
Write the note symbols; a minim, crotchet, a pair of quavers and their rests on monotone.
Create rhythms using music note values and their rests.

Which symbol represent a crotchet?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

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

Write the note symbols; a minim, crotchet, a pair of quavers and their rests on monotone.
Create rhythms using music note values and their rests.
Have fun creating rhythms using music note values and their rests.

In groups, pairs or individually learners are guided to:
Write the note symbols; a minim, crotchet, a pair of quavers and their rests on monotone.
Create rhythms using music note values and their rests.

Which symbol represent a pair of quavers?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

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

Make a calligraphy pen for writing.
Write in calligraphy French rhythm names of a rhythmic pattern.
Enjoy writing in calligraphy French rhythm names of a rhythmic pattern.

In groups, pairs or individually learners are guided to:
Make a calligraphy pen for writing.
Write in calligraphy French rhythm names of a rhythmic pattern.

Which materials do you need to make a calligraphy pen?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

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

Make a calligraphy pen for writing.
Write in calligraphy French rhythm names of a rhythmic pattern.
Enjoy writing in calligraphy French rhythm names of a rhythmic pattern.

In groups, pairs or individually learners are guided to:
Make a calligraphy pen for writing.
Write in calligraphy French rhythm names of a rhythmic pattern.

Why is calligraphy lettering used in writing?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

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

Make a calligraphy pen for writing.
Write in calligraphy French rhythm names of a rhythmic pattern.
Enjoy writing in calligraphy French rhythm names of a rhythmic pattern.

In groups, pairs or individually learners are guided to:
Make a calligraphy pen for writing.
Write in calligraphy French rhythm names of a rhythmic pattern.

Why is calligraphy lettering used in writing?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

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

Aurally identify rhythm in two-beat patterns.
Compose simple rhythms in two-beat patterns.
Enjoy creating rhythms using music notes and their rests.

In groups, pairs or individually learners are guided to:
Aurally identify rhythm in two-beat patterns.
Compose simple rhythms in two-beat patterns.

How can rhythmic patterns be created?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

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

Aurally identify rhythm in two-beat patterns.
Compose simple rhythms in two-beat patterns.
Enjoy creating rhythms using music notes and their rests.

In groups, pairs or individually learners are guided to:
Aurally identify rhythm in two-beat patterns.
Compose simple rhythms in two-beat patterns.

How can rhythmic patterns be created?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

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

Aurally identify rhythm in two-beat patterns.
Compose simple rhythms in two-beat patterns.
Enjoy creating rhythms using music notes and their rests.

In groups, pairs or individually learners are guided to:
Aurally identify rhythm in two-beat patterns.
Compose simple rhythms in two-beat patterns.

How can rhythmic patterns be created?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Painting and mosaic

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

Identify primary and secondary colours on the colour wheel.
Mix and paint a colour wheel with primary and secondary colours.
Appreciate painting and mosaic as picture making technique.

In groups, pairs or individually learners are guided to:
Identify primary and secondary colours on the colour wheel.
Mix and paint a colour wheel with primary and secondary colours.

Which are the primary colours?

Creative Arts Curriculum Design Grade 5
Coloured paper/banana fibres, suitable adhesives, supports, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Painting and mosaic

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

Identify primary and secondary colours on the colour wheel.
Mix and paint a colour wheel with primary and secondary colours.
Appreciate painting and mosaic as picture making technique.

In groups, pairs or individually learners are guided to:
Identify primary and secondary colours on the colour wheel.
Mix and paint a colour wheel with primary and secondary colours.

Which are the secondary colours?

Creative Arts Curriculum Design Grade 5
Coloured paper/banana fibres, suitable adhesives, supports, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Painting and mosaic

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

Identify primary and secondary colours on the colour wheel.
Mix and paint a colour wheel with primary and secondary colours.
Appreciate painting and mosaic as picture making technique.

In groups, pairs or individually learners are guided to:
Identify primary and secondary colours on the colour wheel.
Mix and paint a colour wheel with primary and secondary colours.

Which colour is common in both primary and secondary colours?

Creative Arts Curriculum Design Grade 5
Coloured paper/banana fibres, suitable adhesives, supports, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Painting and mosaic

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

Demonstrate wash out technique of painting (flat and graded wash).
Paint a scenery composition using wash technique.
Appreciate painting and mosaic as picture making technique.

In groups, pairs or individually learners are guided to:
Demonstrate wash out technique of painting (flat and graded wash).
Paint a scenery composition using wash technique.

How do we use pictures in our daily lives?

Creative Arts Curriculum Design Grade 5
Coloured paper/banana fibres, suitable adhesives, supports, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Painting and mosaic

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

Demonstrate wash out technique of painting (flat and graded wash).
Paint a scenery composition using wash technique.
Appreciate painting and mosaic as picture making technique.

In groups, pairs or individually learners are guided to:
Demonstrate wash out technique of painting (flat and graded wash).
Paint a scenery composition using wash technique.

What does wash technique involve in painting?

Creative Arts Curriculum Design Grade 5
Coloured paper/banana fibres, suitable adhesives, supports, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Painting and mosaic

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

Collect recyclable coloured paper or banana fibres, suitable adhesives and supports materials for making mosaic.
Prepare materials for making a mosaic picture.
Appreciate painting and mosaic as picture making technique.

In groups, pairs or individually learners are guided to:
Collect recyclable coloured paper or banana fibres, suitable adhesives and supports materials for making mosaic.
Prepare materials for making a mosaic picture.

Which materials are needed to prepare mosaic picture?

Creative Arts Curriculum Design Grade 5
Coloured paper/banana fibres, suitable adhesives, supports, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Painting and mosaic

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

Collect recyclable coloured paper or banana fibres, suitable adhesives and supports materials for making mosaic.
Prepare materials for making a mosaic picture.
Appreciate painting and mosaic as picture making technique.

In groups, pairs or individually learners are guided to:
Collect recyclable coloured paper or banana fibres, suitable adhesives and supports materials for making mosaic.
Prepare materials for making a mosaic picture.

What is a mosaic picture?

Creative Arts Curriculum Design Grade 5
Coloured paper/banana fibres, suitable adhesives, supports, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Painting and mosaic

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

Collect recyclable coloured paper or banana fibres, suitable adhesives and supports materials for making mosaic.
Prepare materials for making a mosaic picture.
Appreciate painting and mosaic as picture making technique.

In groups, pairs or individually learners are guided to:
Collect recyclable coloured paper or banana fibres, suitable adhesives and supports materials for making mosaic.
Prepare materials for making a mosaic picture.

Which materials are needed to prepare mosaic picture?

Creative Arts Curriculum Design Grade 5
Coloured paper/banana fibres, suitable adhesives, supports, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Painting and mosaic

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

Sketch on the support one form; a fruit/bird/animal or any other
Create a mosaic picture to apply the characteristics.
Appreciate painting and mosaic as picture making technique.

In groups, pairs or individually learners are guided to:
Sketch on the support one form; a fruit/bird/animal or any other
Create a mosaic picture to apply the characteristics.

How can mono media be applied in creating mosaic picture?

Creative Arts Curriculum Design Grade 5
Coloured paper/banana fibres, suitable adhesives, supports, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Painting and mosaic

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

Sketch on the support one form; a fruit/bird/animal or any other
Create a mosaic picture to apply the characteristics.
Appreciate painting and mosaic as picture making technique.

In groups, pairs or individually learners are guided to:
Sketch on the support one form; a fruit/bird/animal or any other
Create a mosaic picture to apply the characteristics.

How can spacing of the materials be applied in creating mosaic picture?

Creative Arts Curriculum Design Grade 5
Coloured paper/banana fibres, suitable adhesives, supports, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Painting and mosaic

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

Sketch on the support one form; a fruit/bird/animal or any other
Create a mosaic picture to apply the characteristics.
Appreciate painting and mosaic as picture making technique.

In groups, pairs or individually learners are guided to:
Sketch on the support one form; a fruit/bird/animal or any other
Create a mosaic picture to apply the characteristics.

Which form will you sketch on the form?

Creative Arts Curriculum Design Grade 5
Coloured paper/banana fibres, suitable adhesives, supports, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Melody

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

Sing the sol-fa syllables d r m f s for pitch discrimination.
Sing the sol-fa syllables in ascending and descending order.
Appreciate melodies created by self and others.

In groups, pairs or individually learners are guided to:
Sing the sol-fa syllables d r m f s for pitch discrimination.
Sing the sol-fa syllables in ascending and descending order.

Which songs have their pitch based on the sol-fa syllables d r m f s?

Creative Arts Curriculum Design Grade 5
Pitching instrument/melodic instrument, improvised calligraphy pens, glue, coloured papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Melody

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

Sing the sol-fa syllables d r m f s for pitch discrimination.
Sing the sol-fa syllables in ascending and descending order.
Appreciate melodies created by self and others.

In groups, pairs or individually learners are guided to:
Sing the sol-fa syllables d r m f s for pitch discrimination.
Sing the sol-fa syllables in ascending and descending order.

Which songs have their pitch based on the sol-fa syllables d r m f s?

Creative Arts Curriculum Design Grade 5
Pitching instrument/melodic instrument, improvised calligraphy pens, glue, coloured papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Melody

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

Sing the sol-fa syllables d r m f s for pitch discrimination.
Sing the sol-fa syllables in ascending and descending order.
Appreciate melodies created by self and others.

In groups, pairs or individually learners are guided to:
Sing the sol-fa syllables d r m f s for pitch discrimination.
Sing the sol-fa syllables in ascending and descending order.

Which songs have their pitch based on the sol-fa syllables d r m f s?

Creative Arts Curriculum Design Grade 5
Pitching instrument/melodic instrument, improvised calligraphy pens, glue, coloured papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Melody

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

Interpret the hand signs of the sol-fa syllables d r m f s.
Perform the hand signs of the sol-fa syllables d r m f s.
Appreciate melodies created by self and others.

In groups, pairs or individually learners are guided to:
Interpret the hand signs of the sol-fa syllables d r m f s.
Perform the hand signs of the sol-fa syllables d r m f s.

Which are the Kodaly hand signs for d r m f s?

Creative Arts Curriculum Design Grade 5
Pitching instrument/melodic instrument, improvised calligraphy pens, glue, coloured papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Melody

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

Interpret the hand signs of the sol-fa syllables d r m f s.
Perform the hand signs of the sol-fa syllables d r m f s.
Appreciate melodies created by self and others.

In groups, pairs or individually learners are guided to:
Interpret the hand signs of the sol-fa syllables d r m f s.
Perform the hand signs of the sol-fa syllables d r m f s.

Which are the Kodaly hand signs for d r m f s?

Creative Arts Curriculum Design Grade 5
Pitching instrument/melodic instrument, improvised calligraphy pens, glue, coloured papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Melody

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

Interpret the hand signs of the sol-fa syllables d r m f s.
Perform the hand signs of the sol-fa syllables d r m f s.
Appreciate melodies created by self and others.

In groups, pairs or individually learners are guided to:
Interpret the hand signs of the sol-fa syllables d r m f s.
Perform the hand signs of the sol-fa syllables d r m f s.

Which are the Kodaly hand signs for d r m f s?

Creative Arts Curriculum Design Grade 5
Pitching instrument/melodic instrument, improvised calligraphy pens, glue, coloured papers

Oral questions Oral Report Observation Written exercise