CREATING AND EXECUTION

Picture Making - Identifying Wind Instruments
Picture Making - Parts of Wind Instruments

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

- Identify indigenous wind instruments used by various communities in Kenya
- Name the parts of the wind instruments
- Appreciate the cultural diversity of wind instruments in Kenya

- Explain the roles of the parts of a wind instrument in sound production
- Identify how various parts work together
- Value the craftsmanship in wind instruments

- Learners view real/pictures/videos of Kenyan indigenous wind instruments and identify them (name, community)
- Learners name the parts of a wind instrument
- Learners discuss how the different parts contribute towards sound production
- Learners identify the parts of wind instruments
- Learners discuss the role of each part in sound production
- Learners demonstrate how the parts work together

What types of wind instruments are found in Kenya?
How do the different parts of a wind instrument contribute to sound production?

- Mentor Creative Arts Grade 5 Learner's Book pg. 1
- Pictures/videos of Kenyan indigenous wind instruments
- Digital devices for viewing videos
- Mentor Creative Arts Grade 5 Learner's Book pg. 4
- Realia: Indigenous wind instruments
- Charts showing parts of wind instruments

- Oral questions - Observation - Written assignment
- Oral questions - Observation - Practical assessment

CREATING AND EXECUTION

Picture Making - Materials for Wind Instruments

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

- Identify materials for making a wind instrument
- Select appropriate materials for making a wind instrument
- Value sustainable use of local materials for crafts

- Learners collect and prepare materials for making a wind instrument
- Learners observe precautions while collecting the materials
- Learners discuss environmental conservation while collecting materials

What materials can be used to make a wind instrument?

- Mentor Creative Arts Grade 5 Learner's Book pg. 6
- Sample materials for making wind instruments
- Digital devices for research

- Observation - Oral questions - Portfolio assessment

CREATING AND EXECUTION

Picture Making - Creating Wind Instruments

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

- Make a wind instrument using locally available materials
- Follow the correct procedure
- Value creativity in making instruments

- Learners make a wind instrument using locally available materials
- Learners observe safety as they make the wind instrument
- Learners clean up after the activity

How can we make a functional wind instrument using locally available materials?

- Mentor Creative Arts Grade 5 Learner's Book pg. 7
- Tools for making instruments
- Locally available materials

- Observation - Project work - Product assessment

CREATING AND EXECUTION

Picture Making - Testing Wind Instruments

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

- Make a playable wind instrument
- Test the functionality of the wind instrument
- Show patience in perfecting the instrument

- Learners finalize making their wind instruments
- Learners test their instruments for functionality
- Learners make adjustments where necessary

How can we test if our wind instruments are functional?

- Mentor Creative Arts Grade 5 Learner's Book pg. 8
- Tools for refining instruments
- Sample wind instruments

- Practical testing - Peer assessment - Observation

CREATING AND EXECUTION

Picture Making - Caring for Wind Instruments
Picture Making - Making Crayons

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

- Care for indigenous Kenyan wind instruments
- Store wind instruments properly
- Value maintenance of musical instruments

- Make materials for drawing
- Make crayons using recyclable materials
- Value conservation through recycling

- Learners discuss care and maintenance of wind instruments
- Learners practice cleaning wind instruments
- Learners demonstrate proper storage of wind instruments
- Learners explore the environment to collect materials for making crayons
- Learners make improvised crayons from locally available materials
- Learners discuss the importance of recycling

How can one care for and maintain wind instruments?
How are crayons improvised?

- Mentor Creative Arts Grade 5 Learner's Book pg. 9
- Cleaning materials
- Storage containers
- Mentor Creative Arts Grade 5 Learner's Book pg. 10
- Used candle wax
- Beeswax
- Pigments
- Moulds

- Observation - Oral questions - Practical assessment
- Observation - Product assessment - Oral questions

CREATING AND EXECUTION

Picture Making - Crayon Etching Technique

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

- Identify the crayon etching technique
- Prepare materials for crayon etching
- Show interest in experimenting with different art techniques

- Learners discuss texture as an element of art
- Learners prepare materials for crayon etching
- Learners practice applying coloured crayons over paper

What is crayon etching?

- Mentor Creative Arts Grade 5 Learner's Book pg. 11
- Crayons
- Paper
- Black ink/paint

- Observation - Oral questions - Practical work

CREATING AND EXECUTION

Picture Making - Drawing Wind Instruments

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

- Draw wind instruments using crayon etching technique
- Apply cross-hatching technique for texture
- Appreciate the aesthetic value of crayon etching

- Learners draw a composition of two wind instruments using crayon etching technique
- Learners apply techniques to create texture
- Learners create designs through etching

How can we create texture using crayon etching?

- Mentor Creative Arts Grade 5 Learner's Book pg. 13
- Crayons
- Black ink/paint
- Etching tools
- Paper

- Observation - Product assessment - Peer assessment

CREATING AND EXECUTION

Picture Making - Applying Etching Techniques

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

- Apply the crayon etching technique
- Create textures through etching
- Show patience in the etching process

- Learners apply coloured crayons over paper
- Learners cover with black pigment/Indian ink
- Learners scratch/etch the black ink to reveal wax beneath

How can we create drawings using crayon etching?

- Mentor Creative Arts Grade 5 Learner's Book pg. 14
- Colored crayons
- Black ink
- Etching tools
- Paper

- Observation - Product assessment - Peer review

CREATING AND EXECUTION

Picture Making - Completing Etched Drawings
Picture Making - Mounting Pictures

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

- Create a wind instrument drawing
- Use etching technique effectively
- Take pride in their artwork

- Mount pictures for display
- Apply the mat technique for mounting
- Appreciate neatness in presentation

- Learners complete their wind instrument drawings using crayon etching
- Learners refine details through careful etching
- Learners clean up their work area
- Learners mount their pictures using the mat technique
- Learners observe correct dimensions and layout/balance
- Learners ensure neat pasting

How can we improve our crayon etching technique?
How can we effectively display our artwork?

- Mentor Creative Arts Grade 5 Learner's Book pg. 15
- Completed crayon etchings
- Etching tools
- Cleaning materials
- Mentor Creative Arts Grade 5 Learner's Book pg. 16
- Mounting boards
- Adhesives
- Rulers
- Scissors

- Product assessment - Self-assessment - Peer review
- Observation - Product assessment - Peer review

CREATING AND EXECUTION

Picture Making - Creating Portfolios

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

- Make a portfolio for artwork storage
- Use locally available materials for the portfolio
- Value organization of artwork

- Learners make a working portfolio from locally available resources
- Learners label their portfolios
- Learners decorate their portfolios

Why is it important to properly store artwork?

- Mentor Creative Arts Grade 5 Learner's Book pg. 17
- Local materials for portfolios
- Decorative materials
- Labeling materials

- Observation - Product assessment - Functional assessment

CREATING AND EXECUTION

Picture Making - Displaying Artwork
Picture Making - Playing Wind Instruments

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

- Display created artworks
- Discuss own and others' artworks
- Appreciate diverse artistic expressions

- Learners display their mounted work
- Learners talk about their own and others' created work
- Learners use appropriate language while respecting others' views

What makes artwork appealing?

- Mentor Creative Arts Grade 5 Learner's Book pg. 17
- Display area
- Mounted artworks
- Portfolio collections
- Mentor Creative Arts Grade 5 Learner's Book pg. 18
- Wind instruments
- Instructional videos
- Resource persons

- Observation - Oral presentation - Peer assessment

CREATING AND EXECUTION

Picture Making - Exploring Environmental Objects

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

- Explore objects from the environment
- Draw objects using crayon etching
- Value environmental awareness through art

- Learners explore objects from the environment
- Learners draw two objects using crayon etching
- Learners define forms through etching

How can we represent environmental objects through art?

- Mentor Creative Arts Grade 5 Learner's Book pg. 18
- Environmental objects
- Drawing materials
- Etching tools

- Observation - Product assessment - Peer assessment

CREATING AND EXECUTION

Picture Making - Advanced Etching Techniques
Football - Basic Skills

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

- Apply advanced etching techniques
- Create complex textures
- Demonstrate creativity in artwork

- Identify the skills used in football
- Demonstrate basic football positions
- Value teamwork in sports

- Learners apply advanced etching techniques
- Learners create complex textures through detailed etching
- Learners express creativity through their artwork
- Learners observe and identify football skills through videos or demonstrations
- Learners discuss the different positions in football
- Learners practice basic positioning

How can advanced etching techniques enhance artistic expression?
Why is football a popular game?

- Mentor Creative Arts Grade 5 Learner's Book pg. 18
- Etching samples
- Etching tools
- Drawing materials
- Mentor Creative Arts Grade 5 Learner's Book pg. 19
- Football field
- Footballs
- Digital devices

- Observation - Product assessment - Self-assessment
- Observation - Oral questions - Practical assessment

CREATING AND EXECUTION

Football - In-step Kicking

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

- Execute in-step kicking in football
- Follow the correct progression for kicking
- Show discipline during practice

- Learners observe demonstrations of in-step kicking
- Learners practice the stance, execution, and follow-through
- Learners perform kicking drills in pairs

How is the in-step kick executed?

- Mentor Creative Arts Grade 5 Learner's Book pg. 22
- Football field
- Footballs
- Instructional videos

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Football - In-step Kicking Practice

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

- Practice in-step kicking
- Apply kicking techniques in drills
- Value persistence in skill development

- Learners practice in-step kicking in various formations
- Learners apply techniques in different situations
- Learners provide feedback to each other

What factors affect the effectiveness of an in-step kick?

- Mentor Creative Arts Grade 5 Learner's Book pg. 23
- Football field
- Footballs
- Practice cones

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Football - Outside-of-Foot Kicking

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

- Execute outside-of-the-foot kicking
- Perform the correct technique
- Demonstrate sportsmanship during practice

- Learners observe demonstrations of outside-of-the-foot kicking
- Learners practice the stance, execution, and follow-through
- Learners perform kicking drills in pairs

What is the advantage of using outside-of-the-foot kicks?

- Mentor Creative Arts Grade 5 Learner's Book pg. 24
- Football field
- Footballs
- Instructional videos

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Football - Outside-of-Foot Kicking Practice
Football - Comparing Kicking Techniques

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

- Practice outside-of-foot kicking
- Apply kicking techniques in drills
- Show cooperation in group activities

- Compare in-step and outside-of-foot kicks
- Select appropriate kicking techniques
- Value versatility in football skills

- Learners practice outside-of-foot kicking in groups
- Learners apply techniques in different situations
- Learners engage in cooperative drills
- Learners compare different kicking techniques
- Learners identify appropriate situations for each technique
- Learners practice selecting the right kick for different scenarios

How can outside-of-foot kicking be used effectively in a game?
Which kicking technique is most effective in different situations?

- Mentor Creative Arts Grade 5 Learner's Book pg. 25
- Football field
- Footballs
- Practice cones
- Mentor Creative Arts Grade 5 Learner's Book pg. 26
- Football field
- Footballs
- Situational diagrams

- Observation - Practical assessment - Group assessment
- Observation - Decision-making assessment - Practical assessment

CREATING AND EXECUTION

Football - Stopping with Inside of Foot

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

- Execute the skill of stopping the ball using inside of the foot
- Follow the correct progression
- Value control in football

- Learners observe demonstrations of stopping using inside of the foot
- Learners practice the stance, execution, and control
- Learners perform stopping drills in pairs

How does stopping the ball contribute to ball control?

- Mentor Creative Arts Grade 5 Learner's Book pg. 27
- Football field
- Footballs
- Instructional videos

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Football - Inside-of-Foot Stopping Practice

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

- Practice inside-of-foot stopping
- Apply stopping techniques in drills
- Show patience during skill development

- Learners practice inside-of-foot stopping in various situations
- Learners apply stopping techniques with different ball speeds
- Learners progress from simple to complex stopping scenarios

What factors affect successful stopping with the inside of the foot?

- Mentor Creative Arts Grade 5 Learner's Book pg. 28
- Football field
- Footballs
- Practice cones

- Observation - Practical assessment - Skill progression assessment

CREATING AND EXECUTION

Football - Combination of Kicking and Stopping

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

- Combine kicking and stopping skills
- Apply multiple techniques in sequence
- Value skill integration in football

- Learners practice sequences of kicking and stopping
- Learners apply multiple techniques in controlled situations
- Learners work in groups to create skill sequences

How can kicking and stopping skills be effectively combined?

- Mentor Creative Arts Grade 5 Learner's Book pg. 29
- Football field
- Footballs
- Practice stations

- Observation - Sequence assessment - Group assessment

CREATING AND EXECUTION

Football - Step Trap Stopping
Football - Step Trap Stopping Practice

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

- Execute step trap stopping in football
- Apply proper technique
- Demonstrate patience during practice

- Practice step trap stopping
- Apply stopping techniques in drills
- Show determination in skill mastery

- Learners observe demonstrations of step trap stopping
- Learners practice the stance, execution, and control
- Learners perform stopping drills in pairs
- Learners practice step trap stopping in various situations
- Learners apply stopping techniques with different ball trajectories
- Learners progress from simple to complex stopping scenarios

How does step trap stopping differ from inside-of-foot stopping?
What scenarios best suit step trap stopping?

- Mentor Creative Arts Grade 5 Learner's Book pg. 30
- Football field
- Footballs
- Instructional videos
- Mentor Creative Arts Grade 5 Learner's Book pg. 31
- Football field
- Footballs
- Practice cones

- Observation - Practical assessment - Peer assessment
- Observation - Practical assessment - Skill progression assessment

CREATING AND EXECUTION

Football - Comparing Stopping Techniques

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

- Compare different stopping techniques
- Select appropriate stopping methods
- Value adaptability in football

- Learners compare different stopping techniques
- Learners identify appropriate situations for each technique
- Learners practice selecting the right stopping method for different scenarios

Which stopping technique is most effective in different situations?

- Mentor Creative Arts Grade 5 Learner's Book pg. 32
- Football field
- Footballs
- Situational diagrams

- Observation - Decision-making assessment - Practical assessment

CREATING AND EXECUTION

Football - Dribbling

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

- Execute dribbling in football
- Apply proper technique
- Value ball control during movement

- Learners observe demonstrations of dribbling
- Learners practice dribbling while maintaining close ball control
- Learners perform dribbling drills around cones

How is effective dribbling achieved?

- Mentor Creative Arts Grade 5 Learner's Book pg. 33
- Football field
- Footballs
- Cones
- Instructional videos

- Observation - Practical assessment - Peer assessment

CREATING AND EXECUTION

Football - Dribbling Practice

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

- Practice straight dribbling
- Apply dribbling techniques in drills
- Show concentration during skill practice

- Learners practice straight dribbling with different speeds
- Learners apply dribbling techniques in controlled situations
- Learners focus on maintaining close ball control

What factors contribute to successful straight dribbling?

- Mentor Creative Arts Grade 5 Learner's Book pg. 34
- Football field
- Footballs
- Practice cones

- Observation - Practical assessment - Skill progression assessment

CREATING AND EXECUTION

Football - Advanced Dribbling
Football - Preparing Papier Mâché

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

- Execute advanced dribbling techniques
- Apply direction changes while dribbling
- Value creativity in ball control

- Prepare papier mâché material
- Mix papier mâché to proper consistency
- Value recycling and creativity

- Learners practice dribbling with direction changes
- Learners apply dribbling around obstacles
- Learners develop creative approaches to dribbling
- Learners tear recyclable paper into small pieces
- Learners soak paper in water
- Learners mix paper pulp with glue to form papier mâché

How can direction changes enhance dribbling effectiveness?
What are the advantages of using papier mâché for casting?

- Mentor Creative Arts Grade 5 Learner's Book pg. 34
- Football field
- Footballs
- Obstacle courses
- Mentor Creative Arts Grade 5 Learner's Book pg. 35
- Recyclable paper
- Containers
- Glue
- Water

- Observation - Practical assessment - Creativity assessment
- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Creating Cone Moulds

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

- Create moulds for cones
- Prepare moulds properly
- Show patience during the creation process

- Learners create moulds for cones using manila paper
- Learners shape and secure the moulds
- Learners prepare moulds for casting

How do we create effective moulds for casting?

- Mentor Creative Arts Grade 5 Learner's Book pg. 37
- Manila paper
- Scissors
- Tape
- Petroleum jelly

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Casting Marking Cones

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

- Cast marking cones using papier mâché
- Apply papier mâché correctly to moulds
- Value precision in craft work

- Learners apply papier mâché to prepared moulds
- Learners ensure even application and thickness
- Learners allow casts to partially dry before removing moulds

How can we ensure our casts are even and strong?

- Mentor Creative Arts Grade 5 Learner's Book pg. 38
- Prepared papier mâché
- Prepared moulds
- Brushes
- Workspace

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Finishing Cones

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

- Complete the casting of cones
- Allow casts to dry completely
- Demonstrate care during the finishing process

- Learners remove cones from moulds after partial drying
- Learners set cones to dry completely
- Learners prepare cones for decoration

How do we know when casts are ready for decoration?

- Mentor Creative Arts Grade 5 Learner's Book pg. 39
- Cast cones
- Drying space
- Assessment tools

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Decorating Cones
Football - Tie and Dye Introduction

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

- Decorate marking cones
- Apply water-based paints effectively
- Appreciate color in functional items

- Identify tie and dye techniques
- Prepare materials for tie and dye
- Value creative fabric decoration

- Learners mix water-based paints
- Learners apply paint to cones
- Learners allow painted cones to dry
- Learners explore tie and dye techniques
- Learners collect and prepare materials for tie and dye
- Learners prepare fabric for decoration

How does color affect the visibility of marking cones?
What techniques can be used in tie and dye?

- Mentor Creative Arts Grade 5 Learner's Book pg. 40
- Water-based paints
- Brushes
- Palettes
- Cast cones
- Mentor Creative Arts Grade 5 Learner's Book pg. 41
- Fabric samples
- Dye materials
- Reference materials

- Observation - Process assessment - Product assessment
- Observation - Oral assessment - Material assessment

CREATING AND EXECUTION

Football - T-shirt Decoration

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

- Decorate t-shirts using tie and dye
- Apply pleating technique
- Show creativity in fabric decoration

- Learners prepare t-shirts for decoration
- Learners apply pleating technique for tie and dye
- Learners use two different colors for decoration

How can tie and dye be used to create distinctive team shirts?

- Mentor Creative Arts Grade 5 Learner's Book pg. 42
- T-shirts
- Dyes
- Tying materials
- Dye containers

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Color Wheel

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

- Paint a color wheel
- Identify primary and secondary colors
- Value color theory in art

- Learners paint a color wheel
- Learners identify primary and secondary colors
- Learners discuss color relationships

How do primary colors combine to create secondary colors?

- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Paint
- Brushes
- Paper
- Color reference

- Observation - Product assessment - Knowledge assessment

CREATING AND EXECUTION

Football - Wash Technique Introduction

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

- Demonstrate wash technique of painting
- Apply flat and graded wash
- Appreciate watercolor techniques

- Learners practice wash technique of painting
- Learners apply flat and graded wash techniques
- Learners compare different wash effects

What is the difference between flat and graded wash?

- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Watercolors
- Brushes
- Paper
- Water containers

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Football - Painting with Wash Technique
Football - Field Setup
Football - Mini Game

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

- Paint a still-life composition
- Use wash technique effectively
- Value color value in painting

- Play a mini game of football
- Apply skills learned in game situations
- Demonstrate fair play and sportsmanship

- Learners paint a still-life composition based on a PCI theme
- Learners apply wash technique to create color value
- Learners focus on creating depth through wash
- Learners organize themselves into teams
- Learners play a mini game using colored t-shirts
- Learners apply skills learned in previous lessons

How can wash technique create depth in a painting?
How can we apply the skills we've learned in a game situation?

- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Watercolors
- Brushes
- Paper
- Still-life setup
- Open space
- Colored cones
- Measuring tools
- Mentor Creative Arts Grade 5 Learner's Book pg. 43
- Marked field
- Footballs
- Colored t-shirts

- Observation - Process assessment - Product assessment
- Observation - Performance assessment - Sportsmanship assessment

CREATING AND EXECUTION

Composing Rhythm - French Rhythm Names

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

- Identify rhythmic patterns using French rhythm names
- Recite taa-aa, taa and ta-te rhythms
- Show interest in rhythm

- Learners listen to or sing simple songs
- Learners identify notes using French rhythm names
- Learners recite the rhythm patterns

How are French rhythm names used in music?

- Mentor Creative Arts Grade 5 Learner's Book pg. 44
- Charts with rhythm patterns
- Audio recordings
- Musical instruments

- Observation - Oral assessment - Practical performance

CREATING AND EXECUTION

Composing Rhythm - Rhythm Recognition

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

- Recognize different rhythmic patterns
- Identify taa-aa, taa and ta-te in songs
- Value attentive listening

- Learners listen to different songs
- Learners identify rhythmic patterns in songs
- Learners discuss how rhythm affects music

How do we recognize rhythmic patterns in music?

- Mentor Creative Arts Grade 5 Learner's Book pg. 45
- Audio recordings
- Rhythm charts
- Musical instruments

- Observation - Listening assessment - Oral assessment

CREATING AND EXECUTION

Composing Rhythm - Interpreting Patterns

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

- Interpret rhythmic patterns using French rhythm names
- Clap rhythmic patterns accurately
- Value accuracy in rhythm

- Learners orally translate rhythmic patterns to French rhythm names
- Learners clap or tap the rhythms
- Learners practice rhythmic patterns in groups

How can rhythmic patterns be interpreted?

- Mentor Creative Arts Grade 5 Learner's Book pg. 46
- Charts with rhythm patterns
- Audio recordings
- Percussion instruments

- Observation - Oral assessment - Practical performance

CREATING AND EXECUTION

Composing Rhythm - Rest Patterns
Composing Rhythm - Writing Patterns

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

- Identify rest patterns in rhythm
- Apply rest patterns correctly
- Appreciate silence in music

- Write rhythmic patterns using French rhythm names
- Apply proper notation
- Demonstrate neatness in writing

- Learners identify rest symbols in music
- Learners practice rhythms with rests
- Learners discuss the importance of rests in music
- Learners write down dictated rhythmic patterns
- Learners practice writing French rhythm names
- Learners review and correct their work

How do rests contribute to rhythm?
How can we represent rhythms using French rhythm names?

- Mentor Creative Arts Grade 5 Learner's Book pg. 47
- Charts with rest patterns
- Audio recordings
- Musical instruments
- Mentor Creative Arts Grade 5 Learner's Book pg. 48
- Manuscript paper
- Writing materials
- Reference charts

- Observation - Oral assessment - Practical performance
- Written assessment - Process observation - Product assessment

CREATING AND EXECUTION

Composing Rhythm - Creating Simple Patterns

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

- Create simple rhythmic patterns
- Apply repetition technique
- Show creativity in rhythm composition

- Learners create simple rhythmic patterns
- Learners apply repetition technique in composition
- Learners perform their created rhythms

How are rhythmic patterns created?

- Mentor Creative Arts Grade 5 Learner's Book pg. 49
- Manuscript paper
- Percussion instruments
- Reference materials

- Product assessment - Performance assessment - Peer review

CREATING AND EXECUTION

Composing Rhythm - Variation Technique

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

- Apply variation technique in rhythm composition
- Create varied patterns
- Value diversity in musical expression

- Learners create rhythmic patterns using variation technique
- Learners perform varied patterns
- Learners discuss how variation enhances rhythm

How does variation enhance rhythmic patterns?

- Mentor Creative Arts Grade 5 Learner's Book pg. 50
- Manuscript paper
- Percussion instruments
- Reference materials

- Product assessment - Performance assessment - Peer review

CREATING AND EXECUTION

Composing Rhythm - Calligraphy Materials

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

- Identify materials for making a calligraphy pen
- Select appropriate materials
- Value resourcefulness in art

- Learners identify materials for making calligraphy pens
- Learners collect suitable materials
- Learners discuss the characteristics of good materials

What materials can be used to make calligraphy pens?

- Mentor Creative Arts Grade 5 Learner's Book pg. 52
- Sample materials
- Pictures of calligraphy pens
- Reference materials

- Observation - Oral assessment - Material selection assessment

CREATING AND EXECUTION

Composing Rhythm - Making Stick Calligraphy Pen
Composing Rhythm - Making Fountain Pen Calligraphy

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

- Make a calligraphy pen from a stick
- Follow the correct procedure
- Show patience in the creation process

- Make a calligraphy pen from a fountain pen
- Modify the pen effectively
- Value innovation in art tools

- Learners prepare sticks for making pens
- Learners cut and shape pens according to instructions
- Learners smooth and finish their pens
- Learners prepare fountain pens for modification
- Learners cut and shape nibs according to instructions
- Learners test and refine their pens

How can we create an effective calligraphy pen?
How can we modify existing pens for calligraphy?

- Mentor Creative Arts Grade 5 Learner's Book pg. 53
- Bamboo/sticks
- Cutting tools
- Sandpaper
- Ink
- Mentor Creative Arts Grade 5 Learner's Book pg. 54
- Fountain pens
- Cutting tools
- Sandpaper
- Ink

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Composing Rhythm - Calligraphy Techniques

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

- Write alphabets in calligraphy
- Apply proper technique
- Appreciate beauty in writing

- Learners practice holding the calligraphy pen correctly
- Learners write alphabets with attention to angle and slant
- Learners identify ascenders and descenders in letters

What techniques are used in calligraphy?

- Mentor Creative Arts Grade 5 Learner's Book pg. 55
- Calligraphy pens
- Ink
- Practice paper
- Sample alphabets

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Composing Rhythm - Rhythm Names in Calligraphy

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

- Write French rhythm names in calligraphy
- Apply proper calligraphy technique
- Value precision in artistic writing

- Learners practice writing French rhythm names in calligraphy
- Learners focus on consistency and style
- Learners create rhythm name samples

Why is calligraphy lettering used in writing rhythms?

- Mentor Creative Arts Grade 5 Learner's Book pg. 57
- Calligraphy pens
- Ink
- Practice paper
- Sample rhythm names

- Observation - Process assessment - Product assessment

CREATING AND EXECUTION

Composing Rhythm - Rhythmic Patterns in Calligraphy

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

- Write rhythmic patterns in calligraphy
- Apply proper spacing and layout
- Value neatness in presentation

- Learners write complete rhythmic patterns in calligraphy
- Learners focus on layout and presentation
- Learners review and refine their work

How can calligraphy enhance musical notation?

- Mentor Creative Arts Grade 5 Learner's Book pg. 58
- Calligraphy pens
- Ink
- Quality paper
- Sample patterns

- Observation - Process assessment - Product assessment