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:

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:

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:

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:

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.

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 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:

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 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.

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

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 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.

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.

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:

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
Melody

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.
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
Creating and Execution

Melody
Rounders

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
Wood, carving tools, sandpaper, polish, marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Creating and Execution

Rounders

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

Identify the features of a rounders bat through practice.
Carve a bat for playing the game of rounders from wood.
Appreciate the features of a rounders bat.

In groups, pairs or individually learners are guided to:
Identify the features of a rounders bat through practice.
Carve a bat for playing the game of rounders from wood.

Why is it important to follow-through after hitting the ball?

Creative Arts Curriculum Design Grade 5
Wood, carving tools, sandpaper, polish, marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Creating and Execution

Rounders

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

Collect locally available materials for marking a rounder’s post
Use locally available materials to mark and improvise rounders’ posts
Observe caution while collecting locally available materials.

In groups, pairs or individually learners are guided to:
Collect locally available materials for marking a rounder’s post
Use locally available materials to mark and improvise rounders’ posts

Why is it important to follow-through after hitting the ball?

Creative Arts Curriculum Design Grade 5
Wood, carving tools, sandpaper, polish, marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Creating and Execution

Rounders

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

Improvise a ball using recyclable materials (papers/ papier mache, rubber bands, plastic among others) for playing rounders.
Decorate the ball using suitable techniques (spray painting)
Display safety measures while handling spray painting for self and others.

In groups, pairs or individually learners are guided to:
Improvise a ball using recyclable materials (papers/ papier mache, rubber bands, plastic among others) for playing rounders.
Decorate the ball using suitable techniques (spray painting)

Why is it important to follow-through after hitting the ball?

Creative Arts Curriculum Design Grade 5
Wood, carving tools, sandpaper, polish, marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Creating and Execution

Rounders

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

Warm-up while singing appropriate songs observing expressive elements-dynamics, gestures, facial expressions
Execute batting (stance) using the improvised bat -observing safety rules
Value the safety of other players when playing the game of rounders.

In groups, pairs or individually learners are guided to:
Warm-up while singing appropriate songs observing expressive elements-dynamics, gestures, facial expressions
Execute batting (stance) using the improvised bat -observing safety rules

Why is it important to follow-through after hitting the ball?

Creative Arts Curriculum Design Grade 5
Wood, carving tools, sandpaper, polish, marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Creating and Execution

Rounders

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

Warm-up while singing appropriate songs observing expressive elements-dynamics, gestures, facial expressions
Execute batting (swing) using the improvised bat -observing safety rules
Value the safety of other players when playing the game of rounders.

In groups, pairs or individually learners are guided to:
-up while singing appropriate songs observing expressive elements-dynamics, gestures, facial expressions
Execute batting (swing) using the improvised bat -observing safety rules

Why is it important to follow-through after hitting the ball?

Creative Arts Curriculum Design Grade 5
Wood, carving tools, sandpaper, polish, marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Creating and Execution

Rounders

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

Warm-up while singing appropriate songs observing expressive elements-dynamics, gestures, facial expressions
Execute batting follow-through and post running) using the improvised bat -observing safety rules
Value the safety of other players when playing the game of rounders.

In groups, pairs or individually learners are guided to:
Warm-up while singing appropriate songs observing expressive elements-dynamics, gestures, facial expressions
Execute batting follow-through and post running) using the improvised bat -observing safety rules

Why is it important to follow-through after hitting the ball?

Creative Arts Curriculum Design Grade 5
Wood, carving tools, sandpaper, polish, marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Creating and Execution

Rounders

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

Distribute rounders bats equitably among themselves
Demonstrate fielding in the game of rounders
Value the safety of other players when playing the game of rounders.

In groups, pairs or individually learners are guided to:
equitably among themselves
Demonstrate fielding in the game of rounders

Why is it important to follow-through after hitting the ball?

Creative Arts Curriculum Design Grade 5
Wood, carving tools, sandpaper, polish, marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Creating and Execution

Rounders

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

Practise the skills of batting and fielding in the game of rounders
Execute fielding, (catching the ball) in the game of rounders for skill acquisition
Value the safety of other players when playing the game of rounders.

In groups, pairs or individually learners are guided to:
Practise the skills of batting and fielding in the game of rounders
Execute fielding, (catching the ball) in the game of rounders for skill acquisition

Why is it important to follow-through after hitting the ball?

Creative Arts Curriculum Design Grade 5
Wood, carving tools, sandpaper, polish, marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Creating and Execution

Rounders

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

Demarcate the field of play
Play a rounders game
Maintain the safety of others when batting in the game of rounders.

In groups, pairs or individually learners are guided to:
Demarcate the field of play
Play a rounders game

Why is it important to follow-through after hitting the ball?

Creative Arts Curriculum Design Grade 5
Marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics - Visual baton exchange Nonvisual baton exchange

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

Discuss how relay is performed
Identify appropriate materials for plaiting a skipping rope and for making a relay baton
Have fun collecting appropriate locally available materials for plaiting a rope (sisal, leather, recycled bag, old fabric)

In groups, pairs or individually learners are guided to:
Discuss how relay is performed
Identify appropriate materials for plaiting a skipping rope and for making a relay baton

How is a relay performed?

Creative Arts Curriculum Design Grade 5
Wood, carving/cutting tools, sand papers, paints, polish, sisal, leather, fabric, recyclable
Sand papers, paints, polish, sisal, leather, fabric, recyclable
Paints, polish, sisal, leather, fabric, recyclable

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics - Visual baton exchange Nonvisual baton exchange

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

Plait a 3 strand rope for warm up activity in a relay race
Use the skipping rope for warm-up before skill demonstration
Enjoy warming up using the plaited skipping rope

In groups, pairs or individually learners are guided to:
Plait a 3 strand rope for warm up activity in a relay race
Use the skipping rope for warm-up before skill demonstration

How are plaiting materials prepared?

Creative Arts Curriculum Design Grade 5
Wood, carving/cutting tools, sand papers, paints, polish, sisal, leather, fabric, recyclable

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics - Visual baton exchange Nonvisual baton exchange

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

Collect locally available resources (cutting, peeling the bark, drying, decorate by painting, smoking, incising)
Make a baton for use in a relay.
Appreciate their own and others baton for use in a relay.

In groups, pairs or individually learners are guided to:
Collect locally available resources (cutting, peeling the bark, drying, decorate by painting, smoking, incising)
Make a baton for use in a relay.

How are plaiting materials prepared?

Creative Arts Curriculum Design Grade 5
Wood, carving/cutting tools, sand papers, paints, polish, sisal, leather, fabric, recyclable

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics - Visual baton exchange Nonvisual baton exchange

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

Demonstrate the skill of baton exchange
Practise the skill of visual baton exchange in a relay race while safely maintaining own lane.
Appraise peers’ performance in a relay.

In groups, pairs or individually learners are guided to:
Demonstrate the skill of baton exchange
Practise the skill of visual baton exchange in a relay race while safely maintaining own lane.

How are plaiting materials prepared?

Creative Arts Curriculum Design Grade 5
Cutting tools, sand papers, paints, polish, sisal, leather, fabric, recyclable
Wood, carving/cutting tools, sand papers, paints, polish, sisal, leather, fabric, recyclable

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics - Visual baton exchange Nonvisual baton exchange

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

Demonstrate the skill of baton exchange
Practise the skill of visual baton exchange in a relay race while safely maintaining own lane.
Appraise peers’ performance in a relay.

In groups, pairs or individually learners are guided to:
Demonstrate the skill of baton exchange
Practise the skill of visual baton exchange in a relay race while safely maintaining own lane.

How are plaiting materials prepared?

Creative Arts Curriculum Design Grade 5
Wood, carving/cutting tools, sand papers, paints, polish, sisal, leather, fabric, recyclable

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics - Visual baton exchange Nonvisual baton exchange

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

Demonstrate the skill of baton exchange
Practise the skill of non-visual baton exchange in a relay race while safely maintaining own lane.
Appraise peers’ performance in a relay.

In groups, pairs or individually learners are guided to:
Demonstrate the skill of baton exchange
Practise the skill of non-visual baton exchange in a relay race while safely maintaining own lane.
Participate in a relay race.

How are plaiting materials prepared?

Creative Arts Curriculum Design Grade 5
Wood, carving/cutting tools, sand papers, paints, polish, sisal, leather, fabric, recyclable

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics - Visual baton exchange Nonvisual baton exchange

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

Sing the three verses of the EastAfrican Community Anthem observing etiquette.
Discuss the East African Community Anthem focusing on message, value and occasions when it is performed.
Appreciate the East African Anthem as a song of unity and oneness.

In groups, pairs or individually learners are guided to:
Sing the three verses of the EastAfrican Community Anthem observing etiquette.
Discuss the East African Community Anthem focusing on message, value and occasions when it is performed.

How are plaiting materials prepared?

Creative Arts Curriculum Design Grade 5
Wood, carving/cutting tools, sand papers, paints, polish, sisal, leather, fabric, recyclable
Sand papers, paints, polish, sisal, leather, fabric, recyclable

Oral questions Oral Report Observation Written exercise

Performance and Display

Puppetry

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

Discuss the role of puppetry in society
Identify materials used in making puppets
Have fun exploring the environment to gather recyclable materials for making glove puppets, (found objects)

In groups, pairs or individually learners are guided to:
Discuss the role of puppetry in society
Identify materials used in making puppets
Explore the environment to gather recyclable materials for making glove puppets, (found objects)

What is the role of puppetry in society?

Creative Arts Curriculum Design Grade 5
Found objects, dyes/paints, threads, needles, glue, topical songs.

Oral questions Oral Report Observation Written exercise

Performance and Display

Puppetry

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

Make a glove puppet using recyclable materials with emphasis on functionality and exaggeration
Decorate the puppet to bring out features and for aesthetic effects
Appreciate own and other’s hand puppets.

In groups, pairs or individually learners are guided to:
Make a glove puppet using recyclable materials with emphasis on functionality and exaggeration
Decorate the puppet to bring out features and for aesthetic effects

What is the role of puppetry in society?

Creative Arts Curriculum Design Grade 5
Found objects, dyes/paints, threads, needles, glue, topical songs.

Oral questions Oral Report Observation Written exercise

Performance and Display

Puppetry

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

Perform a puppet show while singing topical songs with proper voice blending
Talk about your own and peers’ puppets fairly.
Appreciate own and other’s hand puppets.

By the end of the lesson, the learner should be able to:
Perform a puppet show while singing topical songs with proper voice blending
Talk about your own and peers’ puppets fairly.

What is the role of puppetry in society?

Creative Arts Curriculum Design Grade 5
Found objects, dyes/paints, threads, needles, glue, topical songs.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Watch an actual or real performance of a front crawl execution and explain /demonstrate the execution
Describe the front crawl technique in swimming.
Appreciates own and others' efforts in performing the front crawl technique

In groups, pairs or individually learners are guided to:
Watch an actual or real performance of a front crawl execution and explain /demonstrate the execution
Describe the front crawl technique in swimming.

Why is the front crawl technique the fastest stroke?

Creative Arts Curriculum Design Grade 5
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - floatation for skill acquisition
Appreciates own and others' efforts in performing the front crawl technique.

In groups, pairs or individually learners are guided to:
Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - floatation for skill acquisition

Why is the front crawl technique the fastest stroke?

Creative Arts Curriculum Design Grade 5
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - body position for skill acquisition
Appreciates own and others' efforts in performing the front crawl technique.

In groups, pairs or individually learners are guided to:
Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - body position for skill acquisition

Why is the front crawl technique the fastest stroke?

Creative Arts Curriculum Design Grade 5
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - arm action for skill acquisition
Appreciates own and others' efforts in performing the front crawl technique.

In groups, pairs or individually learners are guided to:
Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - arm action for skill acquisition

Why is the front crawl technique the fastest stroke?

Creative Arts Curriculum Design Grade 5
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - leg action for skill acquisition
Appreciates own and others' efforts in performing the front crawl technique.

In groups, pairs or individually learners are guided to:
Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - leg action for skill acquisition

Why is the front crawl technique the fastest stroke?

Creative Arts Curriculum Design Grade 5
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - breathing for skill acquisition
Appreciates own and others' efforts in performing the front crawl technique.

In groups, pairs or individually learners are guided to:
Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - breathing for skill acquisition

Why is the front crawl technique the fastest stroke?

Creative Arts Curriculum Design Grade 5
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Explain/observe pool hygiene and water safety and rules; - warm up
Practise/illustrate the skill of front crawl while ensuring smooth progression (leg, arm action, rhythm and tempo)
Appreciates own and others' efforts in performing the front crawl technique

In groups, pairs or individually learners are guided to:
Explain/observe pool hygiene and water safety and rules; - warm up -
Practise/illustrate the skill of front crawl while ensuring smooth progression (leg, arm action, rhythm and tempo)

Why is the front crawl technique the fastest stroke?

Creative Arts Curriculum Design Grade 5
Swimming facility, Clothing and gear, safety equipment, first aid kit.
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Explain/observe pool hygiene and water safety and rules - safe skill execution
Practise/illustrate the skill of front crawl while ensuring smooth progression (leg, arm action, rhythm and tempo)
Appreciates own and others' efforts in performing the front crawl technique

In groups, pairs or individually learners are guided to:
Explain/observe pool hygiene and water safety and rules - safe skill execution
Practise/illustrate the skill of front crawl while ensuring smooth progression (leg, arm action, rhythm and tempo)

Why is the front crawl technique the fastest stroke?

Creative Arts Curriculum Design Grade 5
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Collect and prepare materials for making mosaic by cleaning, sorting and cutting: (coloured paper or banana fibres, suitable adhesives, supports).
Draw a sketch of any one swimming facility and equipment (pool, floatation board, swim suit,) on the support
Appreciates own and others' efforts in creation of a mosaic composition.

In groups, pairs or individually learners are guided to:
Collect and prepare materials for making mosaic by cleaning, sorting and cutting: (coloured paper or banana fibres, suitable adhesives, supports).
Draw a sketch of any one swimming facility and equipment (pool, floatation board, swim suit,) on the support

Why is the front crawl technique the fastest stroke?

Creative Arts Curriculum Design Grade 5
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming
Performing a Kenyan Folk Dance

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

Create the composition of a swimming pool with emphasis on: - mono media - colour contrast - spacing of the material
Record video clips on own and others’ performance and give constructive feedback.
Appreciates own and others' efforts in creation of a mosaic composition.

In groups, pairs or individually learners are guided to:
Create the composition of a swimming pool with emphasis on: - mono media - colour contrast - spacing of the material
Record video clips on own and others’ performance and give constructive feedback.

Why is the front crawl technique the fastest stroke?

Creative Arts Curriculum Design Grade 5
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Performing a Kenyan Folk Dance

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

Identify the role of costumes and body decorations in a dance.
Discuss the components Kenyan folk dance performance: costumes and body decorations.
Appreciate the components of a Kenyan folk dance

In groups, pairs or individually learners are guided to:
Identify the role of costumes and body decorations in a dance.
Discuss the components Kenyan folk dance performance: costumes and body decorations.

What is the role of costumes, body adornment and ornaments in a dance?

Creative Arts Curriculum Design Grade 5
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Performing a Kenyan Folk Dance

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

Identify the role of occasion and songs.
Discuss the components Kenyan folk dance performance: occasion and songs.
Appreciate the components of a Kenyan folk dance

In groups, pairs or individually learners are guided to:
Identify the role of occasion and songs.
Discuss the components Kenyan folk dance performance: occasion and songs.

Why is it important to perform a folk song?

Creative Arts Curriculum Design Grade 5
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Performing a Kenyan Folk Dance

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

Identify types of folk songs performed by indigenous Kenyan communities
Describe components of a Kenyan folk dance: participants (soloist, chorus/response, instrumentalist, dancers), body movement, costumes.
Appreciate the role of folk dance in the society.

In groups, pairs or individually learners are guided to:
Identify types of folk songs performed by indigenous Kenyan communities
Describe components of a Kenyan folk dance: participants (soloist, chorus/response, instrumentalist, dancers), body movement, costumes.

What is the role costumes of in Kenyan folk dance?

Creative Arts Curriculum Design Grade 5
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis

Performance and Display

Performing a Kenyan Folk Dance

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

Identify types of folk songs performed by indigenous Kenyan communities
Describe components of a Kenyan folk dance: occasion, songs, props and instruments
Appreciate the role of folk dance in the society.

In groups, pairs or individually learners are guided to:
Identify types of folk songs performed by indigenous Kenyan communities
Describe components of a Kenyan folk dance: occasion, songs, props and instruments

What is the role props and instruments of in Kenyan folk dance?

Creative Arts Curriculum Design Grade 5
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis

Performance and Display

Performing a Kenyan Folk Dance

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

Discuss the roles of costumes, ornaments and body adornment in a folk dance.
Make ornaments (earrings) using recyclable materials to enhance performance of a kenyan folk dance
Appreciate the role of folk dance in the society.

In groups, pairs or individually learners are guided to:
Discuss the roles of costumes, ornaments and body adornment in a folk dance.
Make ornaments (earrings) using recyclable materials to enhance performance of a kenyan folk dance

Which materials do you need to make earrings for folk dance performance?

Creative Arts Curriculum Design Grade 5
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis

Performance and Display

Performing a Kenyan Folk Dance

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

Warm up activities (stretching) before a folk dance performance
Take up different roles and practise a kenyan folk dance
Enjoy performing Kenyan folk dances.

In groups, pairs or individually learners are guided to:
Warm up activities (stretching) before a folk dance performance
Take up different roles and practise a kenyan folk dance

Why should you warm up before a folk dance performance?

Creative Arts Curriculum Design Grade 5
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis

Performance and Display

Performing a Kenyan Folk Dance

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

Identify the aspects of a folk dance.
Explain how to care for costumes, props and ornaments used during folk dance.
Appreciate the compopnents of a folk dance.

In groups, pairs or individually learners are guided to:
Identify the aspects of a folk dance.
Explain how to care for costumes, props and ornaments used during folk dance.

What are the aspects of a folk dance?

Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs

Observation schedule, aural and oral tests.

Performance and Display

Performing a Kenyan Folk Dance

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

Practise the use of patterns, instruments and costumes in a folk dance.
Perform a kenyan folk dance wearing costumes Appreciate the role of folk dance in the society.

In groups, pairs or individually learners are guided to:
Practise the use of patterns, instruments and costumes in a folk dance.
Perform a kenyan folk dance wearing costumes

How do the aspects of energy in a folk dance contribute to its performance?

Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs
Recording of sacred, patriotic and topical and Kenyan folk songs, pitching instrument

Observation schedule, aural and oral tests.

Performance and Display

Playing the Descant recorder

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

Mention the parts of a descant recorder.
Draw a descant reccorder
Appreciate the descant recorder

Learners are guided in pairs, in groups or individually to:
Look at the picture of the descant recorder and say what they see on it
Mention the parts of a descant recorder

What can you see on a descant recorder?

Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and pitching instrument

Observation schedule, aural and oral tests.

Performance and Display

Playing the Descant recorder

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

Listen to the notes G A B C’ D’ played by the teacher and play them back
Play the notes G A B C’ D’
Have fun playing different tunes using the descant recorder

Learners are guided in pairs, in groups or individually to:
Listen to the notes G A B C’ D’ played by the teacher and play them back
Play the notes G A B C’ D’
Play different tunes using the descant recorder

Which is the four-step process of playing the descant recorder?

Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and pitching instrument
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument

Observation schedule, aural and oral tests.

Performance and Display

Playing the Descant recorder

By the end of the lesson, the learner should be able to:
- s :
Identify notes B A G C D on the descant recorder
Play notes B A G C D on the descant recorder
Enjoy playing notes B A G C D on the descant recorder

Learners are guided in pairs, in groups or individually to:
Identify notes B A G C D on the descant recorder
Play notes B A G C D on the descant recorder

How are different pitches produced on a descant recorder?

Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and songs, pitching instrument
Recording of sacred, patriotic and topical and Kenyan folk songs, pitching instrument

Observation schedule, aural and oral tests.

Performance and Display

Playing the Descant recorder

By the end of the lesson, the learner should be able to:
- :
Play a melody built on the notes B A G C D on the descant recorder
Practice proper fingering while playing melodies based on the notes G A B C’ D’ on the descant recorder
Have fun playing melodies using the descant recorder

Learners are guided in pairs, in groups or individually to:
Play a melody built on the notes B A G C D on the descant recorder
Practice proper fingering while playing melodies based on the notes G A B C’ D’ on the descant recorder

How is a good tone produced while playing the descant recorder?

Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument
Recording of sacred, patriotic and topical and Kenyan folk songs, pitching instrument

Observation schedule, aural and oral tests.

Performance and Display

Playing the Descant recorder

By the end of the lesson, the learner should be able to:
- :
Identify notes B A G C D on the descant recorder
Practice proper breathe control while playing melodies based on the notes G A B C’ D’ on the descant recorder
Have fun playing melodies using the descant recorder

Learners are guided in pairs, in groups or individually to:
Identify notes B A G C D on the descant recorder
Practice proper breathe control while playing melodies based on the notes G A B C’ D’ on the descant recorder

How is a good tone produced while playing the descant recorder?

Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, pitching instrument
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument

Observation schedule, aural and oral tests.

Performance and Display

Playing the Descant recorder

By the end of the lesson, the learner should be able to:
- :
Identify notes B A G C D on the descant recorder
Practice proper tone quality while playing melodies based on the notes G A B C’ D’ on the descant recorder
Have fun playing melodies using the descant recorder

Learners are guided in pairs, in groups or individually to:
Identify notes B A G C D on the descant recorder
Practice proper tone quality while playing melodies based on the notes G A B C’ D’ on the descant recorder

How is a good tone produced while playing the descant recorder?

Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument

Observation schedule, aural and oral tests.

Performance and Display

Playing the Descant recorder

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

Create a random repeat pattern based on the notes G A B C’ D’.
Print random repeat patterns on paper with the stencils using contrasting colours (dabbing/ spraying method)
Appreciate playing melodies using the descant recorder.

In groups, pairs or individually learners are guided to:
Create a random repeat pattern based on the notes G A B C’ D’.
Print random repeat patterns on paper with the stencils using contrasting colours (dabbing/ spraying method)

How is a good tone produced on the descant recorder?

Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument
Recording of sacred, patriotic and topical and Kenyan folk songs, pitching instrument

Observation schedule, aural and oral tests.

Performance and Display

Playing the Descant recorder

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

Explain how to play notes G A B C’ D’ ascending on a descant recorder.
Play notes G A B C’ D’ ascending on a descant recorder.
Appreciate playing melodies using the descant recorder.

Learners are guided in pairs, in groups or individually to:
Explain how to play notes G A B C’ D’ ascending on a descant recorder.
Play notes G A B C’ D’ ascending during a cool down after a gymnastic session.

How are notes G A B C’ D’ played ascending on the descant recorder?

Creative Arts Curriculum Design Grade 5
Recording of sacred, patriotic and topical and Kenyan folk songs, pitching instrument
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument

Observation schedule, aural and oral tests.

Performance and Display

Playing the Descant recorder

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

Explain how to play notes G A B C’ D’ descending on a descant recorder.
Play notes G A B C’ D’ descending on a descant recorder.
Appreciate playing melodies using the descant recorder.

Learners are guided in pairs, in groups or individually to:
Explain how to play notes G A B C’ D’ descending on a descant recorder.
Play notes G A B C’ D’ descending during a cool down after a gymnastic session.

How are notes G A B C’ D’ played descending on the descant recorder?

Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue

Portfolio, observation schedule, exit tickets, analysis, display and critique

Performance and Display

Playing the Descant recorder

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

Mention the parts of a descant recorder
Explain how to care for a descant recorder
Appreciate the descant recorder

Learners are guided in pairs, in groups or individually to:
Mention the parts of a descant recorder
Explain how to care for a descant recorder

Which are the parts of a descant recorder?

Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props
Audio visual equipment, display boards, display props, mounting papers,

Portfolio, observation schedule, exit tickets, analysis, display and critique

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts works

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

Explain the concept of appreciation in creative arts.
Analyse works of art displayed in the e- galleries for inspiration and mentorship based on (type of art and material)
Appreciate the concept of appreciation in creative arts.

In groups, pairs or individually learners are guided to:
Explain the concept of appreciation in creative arts.
Analyse works of art displayed in the e- galleries for inspiration and mentorship based on (type of art and material)

How does type of art and material describe the concept of appreciation in Creative Arts?

Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue

Portfolio, observation schedule, exit tickets, analysis, display and critique

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts works

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

Showcase artworks (still life drawings, painting, card)
Observe artwork and critique considering; type of art, materials, media and aesthetic
Value appreciation of Creative Arts works drawn from various cultural backgrounds

In groups, pairs or individually learners are guided to:
Showcase artwork in the portfolio in appropriate areas within the school, (still life drawings, painting, card)
Observe artwork and talk about own and others work considering; type of art, materials, media and aesthetic

What is the importance of type of art and materials in Creative Arts?

Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue

Portfolio, observation schedule, exit tickets, analysis, display and critique

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts works

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

Discuss the importance of analysis in Creative Arts
Describe a Kenyan folk song performance using appropriate terminologies such as (Origin-community, occasion, participants, songs, body movements, formations)
Value appreciation of Creative Arts works through analysis.

In groups, pairs or individually learners are guided to:
Discuss the importance of analysis in Creative Arts
Describe a Kenyan folk song performance using appropriate terminologies such as (Origin-community, occasion, participants, songs, body movements, formations)

What is the importance of body movements and formations in Kenyan folk song performance?

Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue

Portfolio, observation schedule, exit tickets, analysis, display and critique

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts works

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

Sing the first stanza of the East African Community Anthem in English and Kiswahili
Analyse the East African Community Anthem based on message, values to foster patriotism.
Appreciate the East African Community Anthem

In groups, pairs or individually learners are guided to:
Sing the first stanza of the East African Community Anthem in English and Kiswahili
Analyse the East African Community Anthem based on message, values to foster patriotism.

What values does the East African Community Anthem?

Creative Arts Curriculum Design Grade 5
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue

Portfolio, observation schedule, exit tickets, analysis, display and critique