1.0 CREATING AND EXECUTION

1.4 Gymnastics
1.4 Gymnastics - Digital Research

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

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

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

How does sequencing in gymnastics foster creativity?

-MENTOR Creative Arts Grade 6 Learner's Book Page 97
-Pictures of cartwheel performance
-Demonstration area
-Safety guidelines charts
-First aid kit
-MENTOR Creative Arts Grade 6 Learner's Book Page 97-98
-Digital devices
-Video clips of cartwheel
-Gymnastics mats
-Internet connection

-Observation -Oral questioning -Discussion participation

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Cartwheel Practice
1.4 Gymnastics - Forward Roll

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

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

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

How can proper practice improve gymnastics skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 98
-Gymnastics mats
-Safe practice area
-Spotting equipment
-Skill progression charts
-Pictures of forward roll positions
-Safety guidelines poster
-Demonstration aids

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll Video Study

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

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

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

How does video analysis help in learning gymnastics skills?

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

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll Technique
1.4 Gymnastics - Forward Roll Practice

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

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

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

How do the different positions connect in a forward roll?

-MENTOR Creative Arts Grade 6 Learner's Book Page 99
-Step-by-step forward roll charts
-Safety measure posters
-Gymnastics mats
-Demonstration models
-Spotting aids
-Skill progression charts
-Safe practice area

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Swan Balance
1.4 Gymnastics - Swan Balance Practice

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

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

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

Why is balance important in gymnastics?

-MENTOR Creative Arts Grade 6 Learner's Book Page 99-100
-Pictures of swan balance
-Balance demonstration charts
-Gymnastics mats
-Safety guidelines
-MENTOR Creative Arts Grade 6 Learner's Book Page 100
-Balance practice area
-Stopwatch for timing holds
-Peer feedback forms

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Swan Balance Peer Practice
1.4 Gymnastics - Three-Action Sequence Introduction

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

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

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

How can peer feedback improve gymnastics skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 100-101
-Gymnastics mats
-Feedback guidelines
-Observation checklists
-Balance reference pictures
-MENTOR Creative Arts Grade 6 Learner's Book Page 101
-Sequence explanation charts
-Video examples of sequences
-Sequence planning sheets
-Digital devices

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Three-Action Sequence Study

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

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

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

What makes a gymnastics sequence effective?

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

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Three-Action Sequence Practice
1.4 Gymnastics - Family Demonstration

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

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

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

How can practice improve the fluidity of a sequence?

-MENTOR Creative Arts Grade 6 Learner's Book Page 101-102
-Gymnastics mats
-Video recording devices
-Playback equipment
-Safe practice area
-MENTOR Creative Arts Grade 6 Learner's Book Page 102
-Home practice guidelines
-Safety instructions
-Experience sharing template
-Feedback forms

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Weaving Materials Collection
1.4 Gymnastics - Frame Loom Construction

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

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

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

Why is recycling beneficial to the environment?

-MENTOR Creative Arts Grade 6 Learner's Book Page 102
-Material collection bags
-Sorting containers
-Material preparation tools
-Environmental impact charts
-MENTOR Creative Arts Grade 6 Learner's Book Page 102-103
-Wood for frame
-Cutting and measuring tools
-Safety equipment
-Joining materials
-Construction guides

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Mat Weaving

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

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

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

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

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

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

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Collaborative Mat Assembly
1.4 Gymnastics - Sequence Performance on Woven Mat

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

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

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

How does collaboration enhance project outcomes?

-MENTOR Creative Arts Grade 6 Learner's Book Page 103
-Individual mat pieces
-Stitching materials
-Pattern planning guides
-Collaboration guidelines
-Finishing tools
-MENTOR Creative Arts Grade 6 Learner's Book Page 103-104
-Completed woven mats
-Percussion instruments
-Video recording devices
-Performance space
-Feedback forms

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody (15 lessons)
1.5 Composing Melody - Sol-fa Ladder

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

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

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

How can one create interesting melodies?

-MENTOR Creative Arts Grade 6 Learner's Book Page 106
-Audio/video of "Doh a Deer"
-Digital playback device
-Sol-fa chart
-Keyboard/melodic instrument
-MENTOR Creative Arts Grade 6 Learner's Book Page 106-107
-Sol-fa ladder chart
-Video demonstrating pitches
-Digital devices
-Melodic instruments

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Descending Sol-fa
1.5 Composing Melody - Singing with La

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

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

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

How does descending sol-fa differ from ascending?

-MENTOR Creative Arts Grade 6 Learner's Book Page 107
-Sol-fa chart
-Descant recorder or melodic instrument
-Demonstration recordings
-Pitch reference tools
-Sol-fa ladder chart
-Recording of ladder with "la"
-Playback equipment

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Kodaly Hand Signs

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

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

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

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

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

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Hand Sign Practice
1.5 Composing Melody - Sol-fa Ladders with Hand Signs

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

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

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

How can the correct performance of hand signs be achieved?

-MENTOR Creative Arts Grade 6 Learner's Book Page 108
-Hand sign reference pictures
-Practice space
-Peer feedback forms
-Sol-fa syllable cards
-Ascending/descending sol-fa charts
-Hand sign direction diagrams
-Coordination exercises

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Hand Signs Practice
1.5 Composing Melody - Mary Had a Little Lamb Analysis

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

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

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

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

-MENTOR Creative Arts Grade 6 Learner's Book Page 108-109
-Hand position reference charts
-Performance space
-Feedback forms
-Pitch reference tools
-MENTOR Creative Arts Grade 6 Learner's Book Page 109-110
-Recording of "Mary Had a Little Lamb"
-Digital playback device
-Pitch movement charts
-Sol-fa analysis worksheets

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Song Analysis with La

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

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

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

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

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

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Twinkle Twinkle Analysis
1.5 Composing Melody - Sol-fa Identification Project

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

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

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

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

-MENTOR Creative Arts Grade 6 Learner's Book Page 110-111
-"Twinkle Twinkle" recording
-Sol-fa chart with blanks
-Digital playback device
-Group assignment cards
-MENTOR Creative Arts Grade 6 Learner's Book Page 111-112
-Manila paper or poster boards
-Marker pens
-Hand sign printouts
-Calligraphy materials
-Display area

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Home Project
1.5 Composing Melody - Introduction to Melody Composition

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

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

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

How can sol-fa analysis skills be applied independently?

-MENTOR Creative Arts Grade 6 Learner's Book Page 112
-Home project guidelines
-Sol-fa reference materials
-Hand sign references
-Documentation template
-Digital resources
-Video on melody composition
-Sample melodies recordings
-Digital playback device
-Discussion prompts
-Melody analysis charts

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Exact Repetition
1.5 Composing Melody - Stepwise Motion

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

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

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

How can repetition be used effectively in melody creation?

-MENTOR Creative Arts Grade 6 Learner's Book Page 112-113
-Melody examples with repetition
-Rhythm pattern cards
-Sol-fa display charts
-Composition worksheets
-Performance space
-MENTOR Creative Arts Grade 6 Learner's Book Page 113-114
-Stepwise melody examples
-Descant recorders
-Sol-fa ladder charts
-Rhythm creation materials
-Digital resources

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

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Narrow Leaps

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

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

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

How do leaps differ from stepwise motion in melodies?

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

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

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Long Jump (12 lessons)
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
2.1 Athletics - Sail Technique Take-off

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

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

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Flight

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

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

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

How is body positioned during the flight phase?

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

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

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Landing
2.1 Athletics - Practicing Sail Technique

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

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

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
2.1 Athletics - Scissors Technique Practice

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

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

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Full Scissors Technique Practice

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

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

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

How does regular practice contribute to skill mastery?

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

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder (16 lessons)
2.2 Descant Recorder - Finger Positions

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
-MENTOR Creative Arts Grade 6 Learner's Book Page 136
-Note identification cards
-Pitch demonstration recordings

-Observation -Finger positioning assessment -Oral questions -Participation

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Digital Research
2.2 Descant Recorder - Notes C and C'

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

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

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

What resources are available online for learning recorder?

-MENTOR Creative Arts Grade 6 Learner's Book Page 136-137
-Digital devices
-Internet access
-Video links
-Descant recorders
-Note charts
-MENTOR Creative Arts Grade 6 Learner's Book Page 137
-Note C and C' charts
-Pitch comparison recordings
-Finger position guides

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

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
2.2 Descant Recorder - Note Recognition

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

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Posture and Tonguing
2.2 Descant Recorder - Jingle Bells Melody

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

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

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

How does tonguing affect sound quality on the recorder?

-MENTOR Creative Arts Grade 6 Learner's Book Page 140-141
-Digital devices
-Video on posture and tonguing
-Descant recorders
-Demonstration guides
-MENTOR Creative Arts Grade 6 Learner's Book Page 141-142
-"Jingle Bells" sheet music
-Video tutorial
-Digital playback device
-Rhythm cards

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - London Bridge Melody

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

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

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

Why are hygiene practices important when playing the recorder?

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

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Kenya National Anthem
2.2 Descant Recorder - Playing the National Anthem

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

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

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

What is the cultural significance of the National Anthem?

-MENTOR Creative Arts Grade 6 Learner's Book Page 142-143
-Recording of Kenya National Anthem
-Digital playback device
-Lyrics of the National Anthem
-Information on Anthem protocol
-MENTOR Creative Arts Grade 6 Learner's Book Page 143
-Descant recorders
-National Anthem sheet music
-Finger position guides
-Performance space
-Recording device

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

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Performance Practice
2.2 Descant Recorder - Instrument Care

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
-Cleaning supplies
-Maintenance guidelines
-Storage containers
-Demonstration videos

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

PERFORMANCE AND DISPLAY

Swimming - Body Position in Breaststroke

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

-Identify the correct body position in breaststroke.
-Describe the position of hands, legs, and head in breaststroke.
-Value proper body positioning in swimming.

Learner is guided to:
-Study pictures showing body positioning in breaststroke.
-Discuss how the body is positioned in the pictures.
-Describe how the swimmer has positioned her hands and legs.
-Discuss the position of the head.

How can we use inverted breaststroke in life saving?

MENTOR Creative Arts Grade 6 Learner's Book Page 167

- Observation -Oral questions -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Breaststroke Technique
Swimming - Observing Breaststroke

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
MENTOR Creative Arts Grade 6 Learner's Book Page 168

- Observation -Oral questions -Discussion

PERFORMANCE AND DISPLAY

Swimming - Body Position in Inverted Breaststroke
Swimming - Floatation and Body Position

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

-Explain the inverted breaststroke technique.
-Identify the differences between standard and inverted breaststroke.
-Value the importance of different swimming strokes.

Learner is guided to:
-Watch an actual or virtual performance/illustration of inverted breaststroke.
-Explain the inverted breaststroke considering the progression.
-Compare the body positions in standard and inverted breaststroke.
-Discuss when inverted breaststroke might be useful.

How does inverted breaststroke differ from standard breaststroke?

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

- Observation -Oral questions -Peer 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
Swimming - Practising Leg 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
MENTOR Creative Arts Grade 6 Learner's Book Page 173

- Observation -Skill assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Coordinating Arms and Legs

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

- Observation -Skill assessment -Performance analysis

PERFORMANCE AND DISPLAY

Swimming - Glide Game
Swimming - Montage Technique Introduction

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

-Participate in glide games to practise inverted breaststroke.
-Apply the complete technique in a game situation.
-Value teamwork in swimming activities.

Learner is guided to:
-Participate in glide games to practise inverted breaststroke.
-Push off from the wall and glide in supine position.
-Complete one full stroke cycle then glide.
-Compete with peers on gliding distance after each stroke.
-Observe safety measures during the game.

How can games help improve our inverted breaststroke technique?

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

- Observation -Game assessment -Peer feedback

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
Swimming - Video Analysis

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Slab Technique Identification

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

-Identify items made using slab technique.
-Describe decorations used on pottery.
-Show appreciation for indigenous craftsmanship.

-Look at pictures of pottery items.
-Identify items made using slab technique.
-Discuss the decorations used on the items.
-Appreciate the craftsmanship involved in creating the items.
-Begin to consider how to apply these techniques.

What decorative techniques are used in indigenous pottery?

-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

-Item identification -Decoration description -Craft appreciation -Technique understanding -Discussion participation

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Gallery Visit
Analysis of Creative Arts Works - Creating a Catalogue

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

-Visit a gallery or view online artwork catalogues.
-Identify details about artworks in catalogues.
-Show interest in exhibited artworks.

Learner is guided to:
-Visit a nearby art gallery, cultural center, or museum with teacher guidance.
-Alternatively, view various online artwork catalogues.
-From the artwork catalogues, identify details about the artworks including the artist's name, type (2D or 3D), materials used, techniques used, and the meaning of each artwork.
-Discuss what they like about the exhibited artworks.

What information is included in artwork catalogues?

MENTOR Creative Arts Grade 6 Learner's Book Page 187
MENTOR Creative Arts Grade 6 Learner's Book Page 188

- Observation -Oral presentation -Discussion

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Creating and Displaying Artwork
Analysis of Creative Arts Works - Pitch in Music

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

- Observation -Project assessment -Exhibition -Peer assessment

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Melody in Music

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

-Define melody in music.
-Perform melodies at different pitch levels.
-Relate melody to rhythm and pitch.

Learner is guided to:
-Watch a video clip about melody in music.
-Define melody based on the video.
-Perform the melody of the song "Happy Birthday to You" as shown in the video.
-Watch another video on "Making Melodies in My Heart".
-Perform the melody at different pitch levels (high and low).
-Discuss how melody relates to rhythm and pitch.

How does melody contribute to musical expression?

MENTOR Creative Arts Grade 6 Learner's Book Page 190

- Observation -Performance assessment -Oral presentation

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Rhythm in Music
Analysis of Creative Arts Works - Dynamics 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
MENTOR Creative Arts Grade 6 Learner's Book Page 191-192

- Observation -Performance assessment -Discussion

APPRECIATION IN CREATIVE ARTS

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

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

-Define tempo in music.
-Identify Italian terms used for tempo.
-Perform activities at different tempos.

Learner is guided to:
-Watch a video about tempo in music.
-Walk at a fast tempo.
-Walk at a moderate tempo.
-March at a slow tempo while singing a familiar song.
-Define tempo based on another video.
-Identify Italian terms used to refer to tempo in music.
-Select an Italian term for tempo and perform a favorite song marking the selected tempo.

How does tempo affect musical performance?

MENTOR Creative Arts Grade 6 Learner's Book Page 192-193
MENTOR Creative Arts Grade 6 Learner's Book Page 193-194

- Observation -Performance assessment -Oral presentation

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
Indigenous Kenyan Instrumental Ensembles - String Ensemble

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

- Observation -Matching exercise -Discussion

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Wind Ensemble
Indigenous Kenyan Instrumental Ensembles - Percussion Ensemble

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

-Identify instruments that belong to the wind ensemble.
-Name wind instruments from different Kenyan communities.
-Appreciate the diversity of wind instruments.

Learner is guided to:
-Identify instruments that belong to the wind ensemble from a word puzzle.
-Name wind instruments from different Kenyan communities.
-Discuss how wind instruments are played.
-Appreciate the cultural significance of wind instruments.

What instruments make up a wind ensemble?

MENTOR Creative Arts Grade 6 Learner's Book Page 150-151
MENTOR Creative Arts Grade 6 Learner's Book Page 151-152

- Observation -Word puzzle -Oral presentation

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Factors to Consider

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

- Observation -Group discussion -Oral presentation

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Tuning and Technique
Indigenous Kenyan Instrumental Ensembles - Rhythm and Synchrony

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

-Describe how instruments are tuned in an ensemble.
-Identify appropriate playing techniques for different instruments.
-Value proper tuning and technique in ensemble playing.

Learner is guided to:
-Discuss how different instruments are tuned based on their structure.
-Identify appropriate playing techniques for different categories of instruments:
- Percussion: thumbing, beating, hitting, shaking, rubbing
- String: plucking, striking, bowing, strumming
- Wind: blowing
-Discuss how playing technique should be authentic to the cultural background of origin.

How are different instruments in an ensemble tuned and played?

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

- Observation -Oral questions -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
Indigenous Kenyan Instrumental Ensembles - Ensemble Performance

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

- Observation -Performance assessment -Peer feedback

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Tote Bag Materials

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 - Making a Tote Bag
Indigenous Kenyan Instrumental Ensembles - Decorating the Tote Bag

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

-Construct a tote bag with a strap.
-Apply measuring, marking, cutting, folding, and stitching skills.
-Show interest in creating functional items.

Learner is guided to:
-Make a tote bag with a strap focusing on measuring, marking, cutting, folding, and stitching.
-Create paper stencils inspired by the environment.
-Begin preparing the bag for decoration using the stencils.
-Demonstrate proper handling of tools during construction.

How is a functional tote bag constructed?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Project assessment -Process 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: