Foundations of Creative arts

Introduction of Creative Arts and Sports.

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

Brainstorm the meaning of cohesion, citizenship, patriotism and poverty.
Outline the social roles of Creative arts and sports in society.
Appreciate the roles of creative arts and sports.

Learners are guided to brainstorm the meaning of cohesion, citizenship, patriotism and poverty.
In pairs, learners are guided to outline the social roles of Creative arts and sports in society.

What are the roles of Creative arts and sports?

Creative Arts and Sports
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Foundations of Creative arts
Painting

Introduction of Creative Arts and Sports
Imaginative Seascape Composition

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

Describe the roles of Creative Arts and Sports in society.
Make a storyboard highlighting the roles of creative arts and sports in society.
Appreciate the roles played by Creative Arts and Sports in society.

In pairs or in groups, learners are guided describe the roles of Creative Arts and Sports in society.
In pairs or in groups, learners are guided make a storyboard highlighting the roles of creative arts and sports in society.

What is the importance of Creative Arts and Sports in society?

Creative Arts and Sports
Pictures
Charts
Realia
Computing devices
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 25-26

Oral questions Oral Report Observation

Painting

Cool colours
Paintings created using warm colours.

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

Explain the meaning of cool colours.
Draw a colour wheel that shows cool colours.
Discuss the effects created when cool colours are used in a painting.
Appreciate cool colours in our lives.

Learners are guided to explain the meaning of cool colours
Individually, learners are guided to draw a colour wheel that shows cool colours.
In groups, learners are guided to discuss the effects created when cool colours are used in a painting

Why are the colours considered cool? Which objects within your local environment have cool colours?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 26-27
Pictures
Charts
Realia
Computing devices
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 27-28

Oral questions Oral Report Observation

Painting

Painting an Imaginative Composition.
Painting an Imaginative Composition

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

Outline the steps to painting an Imaginative Composition using warm colours.
Paint an Imaginative Composition of a Seascape using Warm Colours.
Appreciate warm colours in a painting.

In pairs or individually, learners are guided to outline the steps to painting an Imaginative Composition using warm colours
In pairs or individually, learners are guided to paint an Imaginative Composition of a Seascape using Warm Colours

Which steps have you taken to paint an imaginative composition?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 28-30
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Computing devices
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 30-31

Oral questions Oral Report Observation

Painting

Imaginative Seascape Paintings
Symbolic Meanings of colours
Mosaic

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

Display their Imaginative Seascape paintings in an area visible to all.
Talk about their own and others' Seascape paintings.
Appreciate each other's feedback.

Learners are guided to display their Imaginative Seascape paintings in an area visible to all
In groups, learners are guided to talk about their own and others' Seascape paintings.

How did you create the advancing and receding effect in your paintings? Which warm and cool colours are identifiable in your paintings?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 31
Pictures
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Computing devices
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 32-33
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 34-35

Oral questions Oral Report Observation

Painting

Samples of Mosaic
Making a paper Mosaic Landscape Pictorial Composition.

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

Identify surfaces used to decorate Mosaic.
Discuss factors to consider when choosing the material for tesserae.
Appreciate the surfaces used to decorate Mosaic.

In groups, learners are guided to identify surfaces used to decorate Mosaic
In groups, learners are guided to discuss factors to consider when choosing the material for tesserae

Which materials have been used to create the Mosaic?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 35-36
Pictures
Charts
Realia
Computing devices
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 37-38

Oral questions Oral Report Observation

Painting
Picture making

Making and Egg Shell Mosaic Composition of a flower.
Two-point Linear Perspective

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

Outline the steps to make a Mosaic Composition of a flower using egg smells of for different colours and their tones.
Make an egg shell Mosaic Composition of a flower.
Have fun and enjoy making the egg shell Mosaic Composition.

In groups, learners are guided to outline the steps to make a Mosaic Composition of a flower using egg smells of for different colours and their tones.
In groups, learners are guided to make an egg shell Mosaic Composition of a flower

What have you learnt about making egg shell Mosaic Composition?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 38-40
Pictures
Charts
Realia
Computing devices
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 13-15

Oral questions Oral Report Observation

Picture making

Draw cuboid in two-point perspective from different views: Worms Eye View
Normal Eye View

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

Outline the procedure to draw cuboid from different views.
Draw cuboid in two-point perspective from different views.
Have fun and enjoy drawing.

Individually, learners are guided to outline the procedure to draw cuboid from different views
Individually, learners are guided to draw cuboid in two-point perspective from different views

Where are the vanishing points, horizon and projection lines?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 16-17
Pictures
Charts
Realia
Computing devices
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 18-19

Oral questions Oral Report Observation

Picture making
Short play

Birds Eye View.
Drawing buildings in two-point perspective and shading using cross hatching technique
Elements of a short play

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

Outline the procedure to draw cuboid from Birds eye view.
Draw a cuboid showing birds eye view.
Have fun and enjoy drawing cuboid showing birds eye view.

Individually, learners are guided to outline the procedure to draw cuboid from Birds eye view.
Individually, learners are guided to draw a cuboid showing birds eye view

How has the illusion of depth and distance been portrayed in your drawing?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 20-21
Pictures
Charts
Realia
Computing devices
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 22-24
Moran; Performing Arts Learner's Book Grade 8 pg. 144-146

Oral questions Oral Report Observation

Short play

Developing a scenario with a clear storyline for a short play.
Researching important social issues to address in a short play.

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

Define the term, "scenario"
Discuss the sources of different scenarios.
Appreciate the sources of scenarios.

Learners are guided to define the term, "scenario"
In groups, learners are guided to discuss the sources of different scenarios.

What are the sources of scenarios?

Moran; Performing Arts Learner's Book Grade 8 pg. 146-147
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Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 147-148

Oral questions Oral Report Observation

Short play

Developing a scenario for a short play.
Writing a short play script.

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

Illustrate each of the issues that they have researched on using specific stories as examples.
Develop a scenario for a short play.
Have a desire to write a short play script.

In groups, learners are guided to illustrate each of the issues that they have researched on using specific stories as examples
In groups, learners are guided to develop a scenario for a short play

How can you develop a clear storyline for a short play?

Moran; Performing Arts Learner's Book Grade 8 pg. 148-149
Pictures
Charts
Realia
Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 149-151

Oral questions Oral Report Observation

Short play

Describing setting
Describing characters

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

Explain the meaning of setting
Examine how setting develops a plot.
Appreciate the importance of setting in a plot.

Learners are guided to explain the meaning of setting
Learners are guided to examine how setting develops a plot

Why is setting considered to be very important in a short play?

Moran; Performing Arts Learner's Book Grade 8 pg. 151-152
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Moran; Performing Arts Learner's Book Grade 8 pg. 152-153

Oral questions Oral Report Observation

Short play

Developing characters in a short play
Outline the short play story and develop action.

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

Explain the meaning of character development.
Draw a table and describe characters in their short play.
Appreciate the characters in a short play.

Learners are guided to explain the meaning of character development
Learners are guided to draw a table and describe characters in their short play

What is character development in a story?

Moran; Performing Arts Learner's Book Grade 8 pg. 153-154
Pictures
Charts
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Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 155-156

Oral questions Oral Report Observation

Short play
Physical Fitness and Health

Developing dialogue and action for characters in a short play.
Writing a short play script
Post-Assessment for Fitness

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

Explain the meaning of dialogue.
Develop a dialogue and actions for characters in a short play.
Appreciate the importance of dialogue.

In groups, learners are guided to explain the meaning of dialogue
In groups, learners are guided to develop a dialogue and actions for characters in a short play

What is a dialogue?

Moran; Performing Arts Learner's Book Grade 8 pg. 156-157
Pictures
Charts
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Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 157
Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 114-116

Oral questions Oral Report Observation

Physical Fitness and Health
Pitch

Journal on post-test records
Reading music notes on the bass staff

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

Create a journal
Fill in the journal or creatively come up with a different way of filling the journal.
Appreciate the importance of Journals.

Individually or in pairs, learners are guided to create a journal
Individually or in pairs, learners are guided to fill in the journal or creatively come up with a different way of filling the journal

What is a journal?

Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 116-117
Pictures
Charts
Realia
Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 31-32

Oral questions Oral Report Observation

Pitch

Drawing the bass staff
Writing music notes on the bass staff.

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

Identify the components of bass staff.
Draw the bass staff.
Read music notes on the bass staff.
Appreciate the bass staff.

Learners are guided to identify the components of bass staff
Learners are guided to draw the bass staff.
Learners are guided to read music notes on the bass staff

Which melody can you sing comfortably?

Moran; Performing Arts Learner's Book Grade 8 pg. 32-34
Pictures
Charts
Realia
Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 34-36

Oral questions Oral Report Observation

Pitch

Writing notes with accidentals on the bass staff
Constructing the diatonic major scales

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

Define the term 'accidentals' used in music
Write notes with accidentals on the bass staff.
Appreciate the importance of accidentals in music.

Learners are guided to define the term 'accidentals' used in music
Learners are guided to write notes with accidentals on the bass staff.

What are accidentals?

Moran; Performing Arts Learner's Book Grade 8 pg. 36-37
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Charts
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Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 38-40

Oral questions Oral Report Observation

Pitch

Construct the scale of E flat major.
Writing major scales with key signatures
Performing melodies in diatonic major scale in simple time

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

Write the scale of E flat major with the correct order of tones and semitones.
Construct the scale of B, E and A flat major.
Enjoy constructing diatonic major scales.

In groups, learners are guided to write the scale of E flat major with the correct order of tones and semitones
In groups, learners are guided to construct the scale of B, E and A flat major.

How do you construct a diatonic major scale?

Moran; Performing Arts Learner's Book Grade 8 pg. 40-42
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Moran; Performing Arts Learner's Book Grade 8 pg. 42-45
Moran; Performing Arts Learner's Book Grade 8 pg. 45-46

Oral questions Oral Report Observation

Pitch

Describing melodic intervals in a simple melody
Describing the perfect octave

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

Define the term interval.
Describe intervals, the perfect 4th interval and 5th interval.
Appreciate the importance of intervals.

In pairs, learners are guided to define the term interval.
In pairs, learners are guided to describe intervals, the perfect 4th interval and 5th interval.

What is the importance of intervals in a melody?

Moran; Performing Arts Learner's Book Grade 8 pg. 46-48
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Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 49-51

Oral questions Oral Report Observation

Pitch
Rhythm

Aurally recognise melodic intervals
Performing rhythmic patterns involving tied and dotted notes and their corresponding rests

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

Write intervals on the staff.
Aurally recognise melodic intervals.
Appreciate the importance of melodic intervals.

In groups or in pairs, learners are guided to write intervals on the staff
In groups or in pairs, learners are guided to aurally recognise melodic intervals

How do you recognise melodic intervals?

Moran; Performing Arts Learner's Book Grade 8 pg. 51-53
Pictures
Charts
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Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 9-11

Oral questions Oral Report Observation

Rhythm
Creating and Performing

Listening to music involving the dotted minim
Montage; Pictorial composition

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

Listen to the melody in learner's book 8 page 11 and sing the melody.
Extend the minim by use of a tie.
Have fun and enjoy the dotted minim rest.

In groups or in pairs, learners are guided to listen to the melody in learner's book 8 page 11 and sing the melody
In groups or in pairs, learners are guided to extend the minim by use of a tie.

Why are rests extended in music?

Moran; Performing Arts Learner's Book Grade 8 pg. 11-14
Pictures
Charts
Realia
Computing devices
Curriculum Design; Creative Arts and Sports, Grade 8
Photographs
Digital devices

Oral questions Oral Report Observation

Creating and Performing

Interpretation of subject matter
Mounting surfaces
Mounting surfaces

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

Identify the materials used to make montage composition.
Interpret subject matter of montage composition.
Appreciate interpretation of subject matter in montage composition.

Learners are guided to identify the materials used to make montage composition.
In groups, learners are guided to interpret subject matter of montage composition.
In groups, learners are guided to use digital devices to visit a number of websites showing montage pictures and learn more about this technique of picture making.

How to interpret subject matter of a montage composition?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing
Athletics

How to create a montage pictorial composition on wild animals
Middle Distance Races

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

Outline the procedure to follow when creating a montage composition based on wild animals.
Create a montage composition based on wild animals.
Have fun and enjoy making an interesting and appealing montage composition.

Learners are guided to outline the procedure to follow when creating a montage composition based on wild animals.
Learners are guided to create a montage composition based on wild animals.

How do you create a montage pictorial composition on wild animals?

Curriculum Design; Creative Arts and Sports, Grade 8
Painting materials
Papers
Pencils
Sharpeners
Erasers
Rulers
Pictures
Photographs
Digital devices
Computing devices
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 80-81
Charts
Realia

Oral questions Oral Report Observation

Athletics

Middle Distance Races

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

Use the link: http://tinurl.com/2p8c7cj2 to watch a video clip on stating position in middle distance races.
Describe the positioning of the runner on the track.
Demonstrate how the event started.
Enjoy watching the video.

In groups or in pairs, learners are guided to use the link: http://tinurl.com/2p8c7cj2 to watch a video clip on stating position in middle distance races.
In groups or in pairs, learners are guided to describe the positioning of the runner on the track.
In groups or in pairs, learners are guided to demonstrate how the event started.

Where are middle distance races performed?

Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 81-83
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Charts
Realia
Computing devices
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 83-85

Oral questions Oral Report Observation

Athletics
Creating and Performing

Middle Distance Races
Describing melodic intervals in a simple melody.

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

Identify the safety measures to observe before engaging in any middle distance racing activities.
Demonstrate take-off position, pacing, stride length and recovery.
Apply the take- off position, pacing, stride length and recovery in middle distance race.
Have fun and enjoy performing the middle- distance races.

In groups or in pairs, learners are guided to identify the safety measures to observe before engaging in any middle distance racing activities.
In groups or in pairs, learners are guided to demonstrate take-off position, pacing, stride length and recovery.
In groups or in pairs, learners are guided to apply the take- off position, pacing, stride length and recovery in middle distance race.

How do you perform the middle distance races?

Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 85-86
Pictures
Charts
Realia
Computing devices
Curriculum Design; Creative Arts and Sports, Grade 8

Oral questions Oral Report Observation

Creating and Performing

Construction of major scales of C,G,D and A
The scale C major
The scale of G and D major.

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

Sing the scale of C, G, D and A major ascending and descending using appropriate pitching.
Sing simple melodies using tonic sol-fa and hand signs using metre and tone set.
Identify opening pitch, rhythmic patterns and sing entire selection while keeping a steady beat.
Appreciate music written in staff notation.

In groups or in pairs, learners are guided to sing the scale of C, G, D and A major ascending and descending using appropriate pitching.
In groups or in pairs, learners are guided to sing simple melodies using tonic sol-fa and hand signs using metre and tone set.
In groups or in pairs, learners are guided to identify opening pitch, rhythmic patterns and sing entire selection while keeping a steady beat.

How do you construct major scales of C, G, D and A major on treble staff?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing
Games; Netball

Interpret simple melodies in the key of C,D,G and A major
Chest pass in Netball

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

Sing simple melodies in C, G, D and A major ascending and descending using appropriate pitching.
Read simple melodies in major keys on treble staff.
Appreciate different types of melodies.

In groups or in pairs, learners are guided to sing simple melodies in C, G, D and A major ascending and descending using appropriate pitching.
In groups or in pairs, learners are guided to read simple melodies in major keys on treble staff.

How do you play melodies using a western music instrument?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Games; Netball

Dodging and marking in Netball

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

Define dodging and marking.
Use digital device to watch a video clip and observe the dodge and marking in netball.
Demonstrate dodge and marking in netball.
Have fun practicing how to dodge and marking in netball.

Learners to define dodging and marking.
In groups, learners to use digital device to watch a video clip and observe the dodge and marking in netball
In groups, learners are guided to demonstrate dodge and marking in netball

Why do you think the players are close to each other?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Games; Netball

Footwork in Netball

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

Explain the role of pivoting during a game of Netball.
Use digital device to watch a video clip and observe the compilation of footwork skills in Netball.
Demonstrate double foot landing, single foot landing and pivoting.
Have fun practicing footwork in Netball.

In groups, learners to explain the role of pivoting during a game of Netball.
In groups, learners are guided to use digital device to watch a video clip and observe the compilation of footwork skills in Netball
In groups, learners are guided to demonstrate double foot landing, single foot landing and pivoting

What is the role of pivoting during a game of Netball?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Games; Netball

Multi Media Art

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

Watch a flip book animation from a digital device and discuss your observations.
List the tools and materials used when creating a flip book animation.
Appreciate flip book animations.

Learners are guided in pairs, in groups or individually to:
Watch a flip book animation from a digital device and discuss your observations.
List the tools and materials used when creating a flip book animation.

What is a flip book in animation?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

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

Define the term dye and wax.
Recognize the materials used in wax and dye.
Appreciate the materials used in wax and dye.

In groups or in pair, learners are guided to define the term dye and wax.
In groups or in pair, learners are guided to recognize the materials used in wax and dye.

What is dye? What is wax?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

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

Identify source of artificial dye with emphasis on pigment and fixatives.
Collaboratively prepare natural dye from the environment.
Appreciate the sources of artificial dyes.

In group or in pairs, learners are guided to identify source of artificial dye with emphasis on pigment and fixatives.
In group or in pairs, learners are guided to collaboratively prepare natural dye from the environment.

What are the sources of artificial dyes?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

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

Recycle candle wax and beeswax.
Prepare wax for batik from recyclable candle wax and beeswax.
Have fun and enjoy preparing wax for batik.

In group or in pairs, learners are guided to recycle candle wax and beeswax.
In group or in pairs, learners are guided to prepare wax for batik from recyclable candle wax and beeswax.

How do you preparing wax for batik?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

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

List the materials used to dye or batik a curtain.
Collaboratively decorate a fabric with either tie and dye/ batik to make a curtain.
Have fun and enjoy decorating fabrics with either tie and dye/batik to make a curtain.

In group or in pairs, learners are guided to list the materials used to dye or batik a curtain
In group or in pairs, learners are guided to collaboratively decorate a fabric with either tie and dye/ batik to make a curtain

Which materials do you to dye or batik a curtain?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing
Performing
Performing

Multi Media Art
Descent recorder; G major on staff notation
Reading and interpreting the fingering chart for the notes on G major

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

Discuss what is animation
Share experiences on animation shows you have seen.
Appreciate animation as a way of creating art.

In groups, learners are guided to discuss what is animation.
In groups, learners are guided to share experiences on animation shows you have seen.

How do you think images are made to appear to be moving and talking?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 193
Charts
Realia
Moran; Performing Arts Learner's Book Grade 8 pg. 194-196

Oral questions Oral Report Observation

Performing

Appropriate techniques for playing the descant recorder
Identifying techniques used in descant recorder performances

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

Watch descant recorder performances.
Identifying techniques used in descant recorder performances.
Apply and demonstrate the fingering and pinching techniques as they play simple tunes.
Appreciate the techniques used in descant recorder performances.

In groups or in pairs, learners are guided to watch descant recorder performances.
In groups or in pairs, learners are guided to identifying techniques used in descant recorder performances.
In groups or in pairs, learners are guided to apply and demonstrate the fingering and pinching techniques as they play simple tunes.

Which part of the fingers is used in order to cover the holes correctly? What is the role of the thumb finger on each hand?

Moran; Performing Arts Learner's Book Grade 8 pg. 197-198
Pictures
Charts
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Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 198-199

Oral questions Oral Report Observation

Creating and Performing

Basic elements of a verse
Basic elements of a verse

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

Define the term poem, outline and persona.
Recite a poem and identify the persona.
Describe the main events which take place in the poem.
Appreciate the importance of a persona in a poem.

In groups, learners are guided to demonstrate by reading aloud short verses to convey elements of a verse.
In groups, learners are guided to recite a poem and identify the persona.
In groups, learners are guided to describe the main events which take place in the poem.

What are the characteristic of a verse?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Theme in verse

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

Explain the meaning of a theme.
Discuss theme in verse in relation to issues affecting society.
Watch videos of short verses and identify poetic use of language, meanings and emotions conveyed
Appreciate the use of themes language in communicating meaning.

In groups or in pairs, learners are guided to explain the meaning of a theme.
In groups or in pairs, learners are guided to discuss theme in verse in relation to issues affecting society.
In groups or in pairs, learners are guided to watch videos of short verses and identify poetic use of language, meanings and emotions conveyed

What is a theme in poems?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Voice techniques in reading and reciting a verse
Use of body and space techniques in a verse.
Verse Identify a theme for a verse script

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

Read aloud short verses to convey meaning and emotions.
Use voice techniques in reading and reciting verse to enhance message delivery.
Appreciate the use of poetic language in communicating meaning.

In groups or in pairs, learners are guided to read aloud short verses to convey meaning and emotions.
In groups or in pairs, learners are guided to use voice techniques in reading and reciting verse to enhance message delivery.

How would you use language in a verse?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Verse; Writing a poem
Verse; Using poetic devices to write a verse

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

Explain what they understand by the theme of child rights, care and protection.
Script a verse with a clear structure and developed persona to address the selected theme in the community in collaboration with other learners
Appreciate creative verse writing to address specific issues in the community.

Learners are guided in pairs, in groups or individually to: explain what they understand by the theme of child rights, care and protection.
Learners are guided in pairs, in groups or individually to: Choose a topic from the theme, narrate their experience based on the topic of choice
Learners are guided in pairs, in groups or individually to script a verse with a clear structure and developed persona to address the selected theme in the community in collaboration with other learners.

What is a theme of a verse? From which sources do poets get the idea for writing their poems?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Creating and Performing

Verse; Improvising props
Verse Persona's point of view

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

Gather relevant materials for making props from within and without the school.
Create relevant props using locally available materials to enhance verse delivery.
Take pride in the improvised props.

Learners are guided in pairs, in groups or individually to gather relevant materials for making props from within and without the school.
Learners are guided in pairs, in groups or individually to create relevant props using locally available materials to enhance verse delivery.

How can you improvise a television using locally available materials? Which effects are created by choice of diction, themes and props?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Creating and Performing

Verse
Verse; Using body and space appropriately in a performance

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

Brainstorm how one would use verbal technique to enhance performance of a selected verse.
Perform a verse using voice techniques to convey the intended message.
Appreciate the use of verbal techniques to enhance performance.

In groups or in pairs, learners are guided to brainstorm how one would use verbal technique to enhance performance of a selected verse.
In groups or in pairs, learners are guided to perform a verse using voice techniques to convey the intended message.

How do we make the presentation of a verse interesting and memorable?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Creating and Performing

Verse; Appreciating verse performance
Use of body, voice and space aids to effectively communicate the intended message
Use of costumes and props to enhance communication in a narrative

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

List ways we can make presentation of a verse interesting and memorable.
Watch a video clip on verse performance features.
Appreciate the use of poetic language, voice, paralinguistic features and stage movements as complementary elements in verse performance.

In groups or in pairs, learners are guided to list ways we can make presentation of a verse interesting and memorable.
In groups or in pairs, learners are guided to watch a video clip on verse performance features.

How do we make the presentation of a verse interesting and memorable?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Creating and Performing

Verse; criteria for evaluating a verse performance
Examine main characters and events in verse

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

Examine the criteria for evaluating a verse performance
Watch a video clip on verse performance.
Appreciate the use of verse to communicate issues in society.

In groups or in pairs, learners are guided to examine the criteria for evaluating a verse performance
In groups or in pairs, learners are guided to watch a video clip on verse performance.

What does one look for when evaluating a verse?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Creating and Performing

Use of body, voice and space in a verse
Using verse to communicate issues in society

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

State the meaning of a verse.
Analyze the use of body, voice and space to effectively communicate topical concerns in verse.
Appreciate the use of verse to communicate issues in society.

In groups or in pairs, learners are guided to state the meaning of a verse
In groups or in pairs, learners are guided to analyze the use of body, voice and space to effectively communicate topical concerns in verse.

What is a verse?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Creating and Performing

Elements of a cultural creative dance.
Developing plot for a cultural creative dance

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

Explain the meaning of culture.
Study the picture in learner's book 8 and answer the questions that follows.
Have a desire to learn more about cultural creative dances.

In pairs, learners are guided to explain the meaning of culture.
In pairs, learners are guided to Study the picture in learner's book 8 page 34 and answer the questions that follows.
In pairs, learners are guided to discuss the elements of a cultural creative dance.

What is culture? What is cultural creative dance?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 34-35
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Spotlight; Performing Arts Learner's Book Grade 8 pg. 35-37

Oral questions Oral Report Observation

Creating and Performing

The role of songs and instruments in the cultural creative dance
Making simple dance movements to varied cultural idioms

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

Name the musical instruments that are used in the cultural creative dances of their community.
Explain the role played by musical instruments in a cultural creative dances.
Appreciate the role of songs and instruments in the cultural creative dance.

Learners are guided to name the musical instruments that are used in the cultural creative dances of their community.
As a class, learners are guided to sing the folk song in learner's book 8 page 38
Learners to research and explain in groups the role played by musical instruments in a cultural creative dances.

How are the songs and musical instruments used in cultural creative dances?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 37-39
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Spotlight; Performing Arts Learner's Book Grade 8 pg. 39-40

Oral questions Oral Report Observation

Creating and Performing

Functions of cultural creative dances in the society
Creating a storyline for a cultural creative dance
Creating dance steps, formations and patterns for the cultural creative dance

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

Watch cultural creative dances from the Kenya National Drama and Film Festivals.
List down the functions of cultural creative dance in the society.
Appreciate the functions of cultural creative dances in the society.

With the help of your teacher, learners to watch cultural creative dances from the Kenya National Drama and Film Festivals.
With the help of your teacher, learners to try and figure out the story conveyed in the dances by paying attention to the dramatization.
With the help of your teacher, learners to List down the functions of cultural creative dance in the society.

How does cultural creative dance benefit the community from which it is derived or originates?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 41-42
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Spotlight; Performing Arts Learner's Book Grade 8 pg. 71-73
Spotlight; Performing Arts Learner's Book Grade 8 pg. 73-75

Oral questions Oral Report Observation

Creating and Performing

Making costumes, make-up, ornaments and props
Writing a script for the cultural creative performance

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

Identify the characters that one would use for the storyline for a cultural creative dance.
Source for costumes, make-ups, ornaments and props.
Appreciate the importance of making costumes, make-up, ornaments and props.

In groups, learners are guided to identify the characters that one would use for the storyline for a cultural creative dance.
In groups, learners are guided to discuss the costumes, ornaments, props and make-up that would portray the character and mood of the cultural creative dance for the storyline.
In groups, learners are guided to source for costumes, make-ups, ornaments and props.

What would you consider whole making or selecting costumes, make-up ornaments or props to use in a cultural creative dance?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 75-76
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Spotlight; Performing Arts Learner's Book Grade 8 pg. 76-79

Oral questions Oral Report Observation

Creating and Performing

Ideas and themes in a cultural creative dance
Playing musical instruments to enrich performance

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

Identify the ideas or milestone of the cultural creative dance. Describe how they are organised and expressed by the performers.
Choose a theme for a cultural dance and explain ways in which they can interpret the theme and ideas in a performance of a cultural creative dance.
Appreciate the ideas and themes in a cultural creative dance.

In groups, learners are guided to identify the ideas or milestone of the cultural creative dance. Describe how they are organised and expressed by the performers.
In groups, learners are guided to choose a theme for a cultural dance and explain ways in which they can interpret the theme and ideas in a performance of a cultural creative dance.
In groups, learners are guided to sing songs to communicate messages in a cultural creative dance story.

Which ideas and themes can be addressed using a cultural creative dance? How do we organise ideas in a cultural creative dance?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 132-134
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Spotlight; Performing Arts Learner's Book Grade 8 pg. 134-137

Oral questions Oral Report Observation

Creating and Performing
Indigenous Kenya craft

Kenyan Folk Dance
Basketry; Coil and stitch technique

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

Identify what makes a good folk dance performance.
Perform a folk dance from a Kenyan community.
Appreciate different cultures through performing folk dances from diverse Kenyan communities and casted masks.

As a class, learners are guided to identify what makes a good folk dance performance.
As a class, learners are guided to perform a folk dance from a Kenyan community.
As a class, learners are guided to give feedback on own and others' make-up and dance techniques

How do folk dances represent Kenyan culture? What makes a good folk dance performance?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Indigenous Kenya craft

Types of coils
Selecting and collecting materials for coil and stitch technique
Preparation of materials used in coil and stitch technique basketry; Natural materials

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

Identify types of coil used in coil and stitch technique.
Arrange the items collected in terms of uniformity of coils in a decreasing order.
Appreciate the importance of maintaining the uniformity of coils.

In groups, learners are guided to identify types of coil used in coil and stitch technique.
In groups, learners are guided to state the importance of maintaining uniformity of coils.
In pairs, learners are guided to arrange the items collected in terms of uniformity of coils in a decreasing order.

What types of coils are used in coil and stitch technique? How to maintain uniformity of coils?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Indigenous Kenya craft
Swimming

Preparation of materials used in coil and stitch technique basketry; Man-made materials
Inverted breaststroke

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

Identify man-made materials used in coil and stitch technique.
Prepare man-made materials used in coil and stitch technique.
Appreciate the method of preparing man-made materials used in coil and stitch technique.

In groups, learners are guided to identify man-made materials used in coil and stitch technique.
In groups, learners are guided to identify the method of preparation of man-made materials used in coil and stitch technique.
In groups, learners are guided to prepare the materials selected depending on their type and the design of the floor may he/she is making by dyeing, tearing then plating or rolling.

How to prepare man-made materials used in coil and stitch technique?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Swimming

Inverted breaststroke

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

Identify the sequence of the inverted breaststroke.
Demonstrate the inverted breaststroke action outside the swimming pool.
Appreciate the teacher's feedback.

In groups, learners are guided to identify the sequence of the inverted breaststroke; stroke, breathe, kick and glide.
In groups, learners are guided to demonstrate the inverted breaststroke action outside the swimming pool.

How do you perform the inverted breaststroke?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Swimming

Tuck dive from an elevated position.
Water treading
Water treading

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

Use digital devices to watch video clips on the tuck dive.
Perform warm up activities and cool down activities such as, arm swing, touch your toes and soles of feet pose.
Appreciate the importance of observing safety measures when performing the tuck dive.

In groups, learners are guided to use digital devices to watch video clips on the tuck dive.
In groups, learners are guided to perform warm up activities and cool down activities such as, arm swing, touch your toes and soles of feet pose

What is tuck dive?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation