Foundation of Creative Arts and sports

Careers in Creative Arts And Sports

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

-Identify careers in creative arts and sports.
-Describe the camera in creative arts and sport
-Research using digital devices to identify and discuss carriers in creative arts and sports.
-Recognize the careers in creative arts and sports.

In groups. Learners are guided to:
-Research using digital devices on print material to identify carriers creative arts.
-Discuss the careers in creative arts .
-Prepare charts showing different careers in creative arts
-Watch clips on careers in creative arts and sports.

What are the careers in creative arts and sports ?

-video clips - digital devices -Internet -learners textbook -teachers notes

-Oral question -Oral discussions -Written notes -Observation

Foundation of Creative Arts and sports

Careers in Creative Arts And Sports

By the end of the lesson, the learner should be able to:
-Illustrate entrepreneurial in creative arts and sports
-Watch video recording entrepreneurial opportunities in creative arts and sports
-Discuss the entrepreneurial activities.
-Acknowledge the entrepreneurial opportunities.

in groups or pairs, learners are guided to:
-Watch videos or recordings of entrepreneurial opportunities in creative arts.
- Discuss entrepreneurial opportunities in careers in creative arts.
- Search for more information.
- Write short notes on illustration
-prepare a chat on illustration of entrepreneurial opportunities.

What are the career opportunities related to creative arts and sports?

-Textbook.
-Lesson notes -Digital resources -video clips

-Oral questions -Checklists -Assessment rubrics -Written question

Foundation of Creative Arts and sports

Careers in Creative Arts And Sports

By the end of the lesson, the learner should be able to:
-Identify talents in areas of career interest in creative sports
-Role play in areas of career interest
-Acknowledge own and others talents and areas of career interest

-Role play areas of career interest as they record themselves.
-Prepare personal journals on the talents in the areas of career interest.
-Analyze their talents in areas of career interest.

What are your talents and areas of interest in creative and sports?

-digital resources
-Notebooks
-Texbooks
-journals

-practical activity -Observation -Peer assessment portfolio .

Foundation of Creative Arts and sports

Components of creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Identify elements in a play as a component of creative arts.
-Describe the element of play.
- Search for information on Internet of elements of play.
- Discussion the elements of play
-Acknowledge elements of a play.

In groups or pairs, learners are guided to
- Watch actual and virtual play performance to identify elements of a play.
- Discuss the basic elements of a play.
-Search for information or elements of play I.e theme, characters, plot, etc.

What is play?what are the basic elements of a play?

-digital resources.
-Lesson notes
-Textbooks.

-Observation -Oral question -Assessment rubrics -Written questons.

Foundation of Creative Arts and sports

Components of creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Perform or Role play to show elements of a play
-Express conflict and resolution.
-Highlight characters.
-Identify the language to use.
-Enjoy performing a short play.

In groups or learners should be guided to
-Perform the play as they use digital devices to record
-share responsibilities.
- Decide and practice on language to use.
-Examine the elements of a play from performance

How do you perform to show the basic elements of a play?

--digital resources.
-Costumes
-Open space or class

-practical activity -Assessment rubrics -Observation -Oral question

Foundation of Creative Arts and sports

Components of creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Perform or Role play to show elements of a play
-Express conflict and resolution.
-Highlight characters.
-Identify the language to use.
-Enjoy performing a short play.

In groups or learners should be guided to
-Perform the play as they use digital devices to record
-share responsibilities.
- Decide and practice on language to use.
-Examine the elements of a play from performance

How do you perform to show the basic elements of a play?

--digital resources.
-Costumes
-Open space or class

-practical activity -Assessment rubrics -Observation -Oral question

Foundation of Creative Arts and sports

Components of creative Arts and Sports

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

-Define the components of physical fitness
- Outline the components of physical fitness.
-Discuss the components of physical fitness.
-Recognize the components of physical fitness.

In groups or pairs, the learners are guided to brains.
-Brainstorm the component of physical fitness
-Search the Internet or print resources for information on power and reaction as components of fitness.
- Explain the components of fitness.

What are the components of physical fitness?

-Textbooks
-teachers notes
-video clips
-digital resources

-O bservation -Oral question -checklist

Foundation of Creative Arts and sports

Components of creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Perform activities demonstrating the components of fitness
-Observe actual or virtual activities on performance activities demonstrating fitness.
- Enjoy performing the activities.

In groups or pairs learners are guided to :
-demonstrate fitness exercise.
- Practice activities that enhance power and reaction of time.

How do you perform activities demonstrating the components of fitness?

-video clips
-digital devices

-practical activity -Assessment rubrics -checklist -Oral question

Foundation of Creative Arts and sports

Components of creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Define rhythm as a component of creative arts and sports.
-Explain dotted minim, dotted crotchet,quaver and their rests as components of rhythm.
-Demonstrate the dotted minim, dotted crochet and the rests.
- Enjoy demonstration of dotted minim ,dotted crotchet, quaver and their rests.

-n groups or pairs. Learners are guided to:
-Present the meaning of rhythm.
- Use digital or print resources to search for information on dotted minim dotted crochet, quaver and the rest.
- discuss the.
Dotted minim dotted crochet quaver and their rest .

What is rhythm?

-digital resources
-Lesson notes
-Descant recorder
-video clips

-Assessment rubrics -checklist -Oral question -Written questions.

Foundation of Creative Arts and sports

Components of creative Arts and Sports

By the end of the lesson, the learner should be able to:
-States or defined note expression .
-Discuss notes and ties as components of note extension.
-Group music notes in 4/4 time including note extension.
-Acknowledge the importance of dots and ties in music.

In groups, learners are guided to :
-Use digital or print resources for search.
-Explain dot and ties as components of note extension.
- Write signs for tied Notes .
-Collaborate in music Notes 4/4 time incorporation note .

why is note extension in music notation?

-Lesson notes
-Charts
-digital resources

-Assessment rubrics . -Checklist -Written question airs -Oral questions

Foundation of Creative Arts and sports

Components of creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Identify the pitches on the grand stare
-Discuss the pitches
-Draw and grand Stave and name the lines and spaces .
-Acknowledge the key pitches on grand stave.

In groups learners all guided to:
-state meaning of pitch and grand stave.
-Use digital print resources
- draw the grand stave and name the lines and spaces
- Draw the piano keyboard and relate to the grand stave.

Which are pitches in grand stave?

-Piano
-Lesson notes
-digital devices
-Textbooks

-Portifolio projects -Assessment rubrics -Peer assesment

Foundation of Creative Arts and sports

Components of creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Construct the scale F major on a staff.
-Play scales of major ascending and descending and their tonic a veggies
-. Have fun playing scales F major ascending and descending .

In groups or pairs Or individually, learners are guided to:
-construct a scale of f major on both treble and base staff.
-Play or sing Scales f major ascending and descending with or without key signatures.
- Sign read simple melodies in. C, G- and F major for aural recognition.

How can you construct the scale F major on both treble and bass stuff?

-Music instruments
-Lesson notes
-digital devices

-Class project -Portfolio -Assessment rubric -Observation .

Creating And Performing

Drawing and painting

By the end of the lesson, the learner should be able to:
-State what is harmony/ unity in a picture.
- Observe pictures to review texture and color and Discuss harmony.
- Appreciate harmony and unity in a picture.

-Discuss harmony/ unity in a picture.
-Observe pictures.
-Use print or digital resources to Search for information on unity/ harmony in drawings.
- Make drawings to Illustrate harmony and unity.

What is harmony in a picture?

-drawings and pictures.
-Drawing books
-Pencils
-digital resources
-Performed arts

-portfolio project -Assessment rubrics -Peer assesment

Creating And Performing

Drawing and painting

By the end of the lesson, the learner should be able to:
-Define the term painting
-Paint a color wheel to classify
Analogous color and study harmony
-Search how to paint a color wheel from digital devices.
-Outline materials needed to paint a color wheel.
-Enjoy painting a color wheel.

In groups or pairs Learners are guided to paint
-paint a color wheel to classify analogous colors
-Collaborate the materials for coloring a color wheel.
- Watch video clips or digital devices for procedures of painting a color wheel

How do you paint a color wheel to classify analogous wheel?

-digital devices
-Lesson notes
-Pint
-textbook
-Manila colours

-Assessment rubrics -Oral questions -practical activity

Creating And Performing

Drawing and painting

By the end of the lesson, the learner should be able to:
-Define the term painting
-Paint a color wheel to classify
Analogous color and study harmony
-Search how to paint a color wheel from digital devices.
-Outline materials needed to paint a color wheel.
-Enjoy painting a color wheel.

In groups or pairs Learners are guided to paint
-paint a color wheel to classify analogous colors
-Collaborate the materials for coloring a color wheel.
- Watch video clips or digital devices for procedures of painting a color wheel

How do you paint a color wheel to classify analogous wheel?

-digital devices
-Lesson notes
-Pint
-textbook
-Manila colours

-Assessment rubrics -Oral questions -practical activity

Creating And Performing

Drawing and painting

By the end of the lesson, the learner should be able to:
-classify analogous colors on a color wheel for painting
-Paint a line strip using a pair of analogous color to study harmony and color.
-Define the term. analogous colors in painting
Appreciate analogous colors in painting

-in groups or pairs learners are guided to State the meaning of analogous colors in painting.
-Identify analogous colors in painting
-classify analogous colors in color wheel
-Discuss uses of different analogous colors in painting
-Watch a video clip on different analogous colors.

Why are analogous colors important in painting?

-Colour
Whell
-analogous colour.
-Charts/manillas
-Lesson notes
-digital resources.

-Assessment rubrics -checklist -Written questions -Oral questions

Creating And Performing

Drawing and painting

By the end of the lesson, the learner should be able to:
-State the meaning of color gradation
-Paint a line strip
-Illustrate a color gradation for color harmony.
- Enjoy painting line strips using analogous colors to study harmony

In groups learners are guided to :
-Observe a teacher as she or he demonstrates
-Explain the meaning of color gradations strip
- Creatively paint line using a pair of analogous colors.

How can you illustrate color gradation strip for color harmony?

-Drawing book
-Pencils
-colors
-Textbook.

-practical activity -Assessment rubrics -Observation

Creating And Performing

Painting and drawing

By the end of the lesson, the learner should be able to:
-Explain what is brush stroke technique
- Painter a thin wash using the brush stroke technique to create a background.
- Discuss the brush stroke technique in
painting.
-Enjoy painting a thin wash using the brush stroke technique.

-Explain what is a brush stroke technique.
-Collaborate in painting thin line using brush stroke technique to create a background .
-Watch a clip -Search the information on the Internet on brush stroke technique.

What is brush stroke technique?

-painting surfaces
-painting brushes
-learners textbook

-class project -Portifolios -Assessment rubrics -Observation

Creating And Performing

Painting and drawing

By the end of the lesson, the learner should be able to:
- Identify a scenery composition inspired by surrounding paint.
- Paint a scenery composition to express harmony /unity.
- prepare materials for painting a scenery .
-Have fun in painting a scenery.

In groups/ pairs/ individually learners are guided to :
-Research to sketch a composition inspired by surrounding: a sea space or landscape.
-Paint a scenery composition to express texture and color harmony/unity.

What should you consider during drawing and painting a scenery composition?

-Drawing and painting surfaces
-Sketches
-Colour and paints
-painting brushes
-digital devices

-Portifolio project -Assessment rubrics -Peer assesment .

Creating And Performing

Painting and drawing

By the end of the lesson, the learner should be able to:
-Display scenery composition in a working portfolio .
-Analyse scenery composition to express harmony/ unity.
- Appreciate own and other pictures

-prepare or create a working portfolio of their printed composition.
- Collaboratively display scenery composition
- Peers to access portfolios and give feedback.

What should you consider when preparing a working portfolio of painted scenery composition?

-Portifolio
-Paintings and drawings.

-Potifolios -Checklists . -Observation -Assessment methods

Creating And Performing

Rythm

By the end of the lesson, the learner should be able to:
-Define the term note extension on rhythmic patterns
-Discuss the term note extension
-Search on the Internet, the meaning of note extension
-Desire to explore more on note extension on rythmic patterns.

-Listen to sing or play tunes involving dotted notes.
-Outline effect of note extension in rhythmic patterns
-Use digital or print resources to Search effects of note extension in rhythmic patterns.

What are the effects of note extension in the rhythmic patterns?

-digital resources
-tunes involving dotted notes
-Lesson notes
-Text book

-Oral questions -Checklists -Assessment rubrics -Oral discussion

Creating And Performing

Rythm

By the end of the lesson, the learner should be able to:
-Describe the effects of note extension.
- Explain the effects of note extension
-Watch video clips on effects of note extension.
- Acknowledge the effects of note extension

-Describe the effects of note extension.
- Explain the effects of note extension.
-Use digital devices
-Discuss with the peers.

What are the effects of note extension in the rhythmic patterns

-digital devices
-tunes involving dotted notes
-Lesson notes

-Assesmet rubrics -Oral discussion . -Oral questions .

Creating And Performing

Rythm

By the end of the lesson, the learner should be able to:
-Describe the different note values and their duration s.
-Illustrates the different note values by clapping and use simple rhythm.
- Enjoy practicing the different note values.

In groups, learners are guided to :
-Explain. Different note values and the rests(dotted minim,dotted crotchet and quaver.
- Practice clapping,
-Collaborating in Playing simple rhythm using dotted minimum Query and Crochet note values.

How can you illustrate different note values and their rest? How can various note combination be used?

-Lesson notes
-Simple rhythm.
-digital devices

-Assessment rubrics -Peer assesment -practical activity

Creating And Performing

Rythm

By the end of the lesson, the learner should be able to:
-Explain the concept of 4/4 time signature.
-Illustrate rythimic time signature 4/4
-Demonstrates how to count four in emphasizing weak and strong beats.
-Appreciate the rhythmic patterns in 4/4 time signature.

-Explaining concept of 4/-
-Illustrate rhythmic time signature of 4/4 .
-Demontrate how to count 4/4 .

How can you illustrate 4/4 time signature using rythmic patterns?

-Lesson notes
-digital devices
-textbook

-Checklist -Assessment rubrics -Observation .

Creating And Performing

Rythm

By the end of the lesson, the learner should be able to:
-Explain the concept of 4/4 time signature.
-Illustrate rythimic time signature 4/4
-Demonstrates how to count four in emphasizing weak and strong beats.
-Appreciate the rhythmic patterns in 4/4 time signature.

-Explaining concept of 4/-
-Illustrate rhythmic time signature of 4/4 .
-Demontrate how to count 4/4 .

How can you illustrate 4/4 time signature using rythmic patterns?

-Lesson notes
-digital devices
-textbook

-Checklist -Assessment rubrics -Observation .

Creating And Performing

Rythm

By the end of the lesson, the learner should be able to:
-Outline the steps to follow in composing a four bar rhythmic pattern in 4/4 time.
-Appreciate rhythmic button in 4/4 time as means of creating interest in arts and sports.

-Outline steps to follow in composing a 4/4 rhythmic pattern in 4/4 time
-Collaborate in composing a four bar rhythmic pattern in 4/4 time .
-Orally compose
-Bar rhythmic patterns involving dotted notes in rests 4/4 and write a mono tone

-Digital devices . -Exercise book . -Text books

-digital devices
-Exercise books
-Text books

-Assessment rubrics -Illustration -Observation

Creating And Performing

Rythm

By the end of the lesson, the learner should be able to:
-Notate four bar rhythms in 4/4 time duration.
-Review the basic note values.
-Use digital resources to play one bar and two bar.
-Listen carefully as leader plays
-Enjoy notating. Four bar rhythms in 4/4 time duration

-review the basic note values in 4/4 time signature
-Use digital resources to play one bar and two bar rhythm and notate
-Listen carefully as the teacher plays a simple four bar rhythm and breaks it by bar.

-Digital resources -Video clips -Four bay rhythms in 4/4 time

-digital resources
-Video clips
-Four bar rhythms in 4/4 time.

-Assessment rubrics -Checklists -.portfolios . -Oral questions .

Creating And Performing

Rythm

By the end of the lesson, the learner should be able to:
-Explain sight reducing in music.
- Sight read two bar rhythms involving dotted notes in 4/4 time using french rhythm names.
- Clapping and counting short rhythms.
-Listen to the teacher.
-Enjoy sight reading different rhythms.

-State meaning of sight reading in music.
-Lead learners in clapping and counting short rhythms
-Listen to the teacher as she/he claps and echo back in french rhythm syllabus
-Present a two bar rhythm in dotted 4/4 notes .

-what are the benefits of sight reading in music?

-digital devices
-Lesson notes

-Assessment rubrics -Check lists -portfolio

Creating And Performing

Rythm

By the end of the lesson, the learner should be able to:
-Group notes of given two bar rhythmic patterns involving notes 4/4 time.
-Explain what grouping rhythmic patterns involves.
-Identify and highlight groupings within each measure.
- Enjoy grouping notes of two pair rhythmic patterns involving dotted not

-study the notated two bar rhythms.
-Identify and Highlight groupings within each measure
-Explain what grouping rythmic pattern involves

What is grouping of rhythmic patterns important?

-digital devices
-Lesson notes
-notated two bar rhythmic patterns

-Assessment rubrics -checklist -portfolio

Creating And Performing

Rythm

By the end of the lesson, the learner should be able to:
-Impulse rhythmic patterns to give tunes with rhythms involving dotted 4/4 time
-Play short musical experts.
-Clap or tap various rhythms involving dotted notes
- value each other effort in improving rhythmic pattern to given tunes.

-clap or tap various rhythms involving dotted notes
-Identify where dotted notes occur
-Listen to Simple track or melody
-Present their improvised rhythmic patterns in class for Assessment

How can one impose accompaniments pattern for sports?

-digital devices
-Textbooks
-tunes

-checklist -Oral rubrics -Check lists

Creating And Performing

Rhythm

By the end of the lesson, the learner should be able to:
-Retrieve rhythmic patterns from dictation.
-Categorize their rhythmic pattern in groups.
-Make portfolios of
Al rhythmic patterns explored
- Appreciate rhythmic patterns explored as a means of creating interest in creative arts and sports

-Write rhythmic patterns from dictation
-Make a portfolio of all rhythmic patterns explored
-Categorize their rhythmic pattern in Group
-Present their portfolio in class for Assessment and feedback

Why are portfolio important?

-digital devices
-portfolio
-rhythmic patterns

-checklist -Assement rubrics

Creating And Performing

Athletics and music

By the end of the lesson, the learner should be able to:
-state what is triple jump.
- Explain what is triple jump.
-Search what is triple jump.
-Acknowledge a triple jump.

-State what is triple jump
-Use digital devices to Watch a tripple jump
-Explain what is triple jump
- a teacher Demonstrate triple jump

What is triple Jump?

-digital devices
-video clips
-pictures
-teachers notes
-textbook

-practical activity -Oral questions

Creating And Performing

Athletics and music

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

-Describe the phases in triple jump from the photos
-Observe a live or virtual performance of triple jump to identify phases
-Discuss the phases of triple jump.
-Acknowledge the phases involved in triple jump.

-Observe actual or virtual images on phases of triple jump
-Use digital devices to Search
-Discuss phases of triple jump
-note down phases of triple jump

What are the phases of triple jump?

-digital devices
-video clips
-textbook

-Assessment rubrics -Observation -Oral questions -Written tests .

Creating And Performing

Athletics and music

By the end of the lesson, the learner should be able to:
-Perform a triple jump for skill acquisition.
-Demonstrates the approach, takeoff, flight, and landing faces in triple jump .
-Practice triple jump skills in athletics .
-Record themselves.
-Acknowledge each other's effort in triple jump.

-Preform a triple jump
-Demonstrate the approach
-Observe the demonstration
-Practice triple jump in athletics
-record themselves with digital devices
-Outline the rules of triple jump.

How do you perform a triple jump for skill acquisition?

-Open field
-digital devices

-Practical activity -Assessment rubrics .

Creating And Performing

Athletics and music

By the end of the lesson, the learner should be able to:
-Perform a triple jump for skill acquisition.
-Demonstrates the approach, takeoff, flight, and landing faces in triple jump .
-Practice triple jump skills in athletics .
-Record themselves.
-Acknowledge each other's effort in triple jump.

-Preform a triple jump
-Demonstrate the approach
-Observe the demonstration
-Practice triple jump in athletics
-record themselves with digital devices
-Outline the rules of triple jump.

How do you perform a triple jump for skill acquisition?

-Open field
-digital devices

-Practical activity -Assessment rubrics .

Creating And Performing

Athletics and music

By the end of the lesson, the learner should be able to:
- Identify a long distance release in athletics.
- Describe the long distance race in athletic.
-Search on the Internet for clips on long distance races.
-Acknowledge the long distance races in athletics.

-Explain the long distance races
-Identify the long distance races
-Identify the long distance races in athletics
-Use digital devices to search on information on long distance races in athletics .

What are the long distance races in athletics?

-video clips
-Phots
-digital devices
-Lesson notes

-Assessment rubrics -Oral questions -Written question

Creating And Performing

Athletics and music

By the end of the lesson, the learner should be able to:
-Identify the technique in long distance running.
- Practice the techniques in long distance running .
-Discuss the techniques in long distance running.
- Enjoy practicing the techniques in long distance running.

-Identify the techniques in long distance races
-Interview a resource person
-Practise techniques and Observe safety
-Use digital devices to Watch the different techniques in long distance running

What are the techniques used in long distance

-digital devices
-resource person
-Open field
-textbook

-Assessment rubrics . -Demonstration -Checklists .

Creating And Performing

Athletics and music

By the end of the lesson, the learner should be able to:
-Perform the long distance races in athletics.
- Record themselves as they perform.
- Apply different techniques in long distance races.
-Value each other's efforts in performing a long distance race in athletics.

-Perform the long distance race
-Record themselves using digital devices
-Observe each others performance
-Engage in distance running involving (3000m,5000m,-0000m and half marathon)

How has long distance running benefited Kenya?

-Open fields
-digital devices

-Observation -Schedule checklist -Peer assesment -Assessment rubrics

Creating And Performing

Athletics and music

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

-Explore characteristics of music.
- In simple pictures analyze the characteristics with focus on mono media and spacing materials.
-Discuss the characteristics of mosaic in sample pictures.
-Search in the Internet .
-Acknowledge characteristics of music in sample pictures.

-Explain the meaning of music.
-Search in digital devices
-Analyse the characteristics with focus on mono media and spacing materials
-explore the characteristics of Music in Simple picture

What are the characteristics of music in sample pictures?

-Lesson notes
-digital devices
-Sample of Music art

-Assessment rubrics -Oral discussion -Written questions

Creating And Performing

Athletics and music

By the end of the lesson, the learner should be able to:
-Create a music.
-Collect and prepare materials to make a music .
-Search on the Internet procedures of making a music.
-Have fun while creating a music.

-create Music focusing on material,support and adhesives.
-Collect the materials
-Assemble the materials to create a Music
-record each other while creating a music.

How do you create a music? What are the materials needed to create a music?

-digital devices
-Textbooks
-teachers notes
-Carton boxes tool box

-portfolio . -Assessment rubrics .

Creating And Performing

Athletics and music

By the end of the lesson, the learner should be able to:
-create a pictorial composition.
- Collaboratively Make a mosaic composition inspired by an athletic event.
- Enjoy as you create apictorial composition of music.

-.collaboratively make the music competition based on athletic there with an emphasis on spacing color contract(materials vs support)

How do you create a pictorial composition bases on an athletic event?

-digital devices
-pictorial composition
-sketch

-Portifolio -Assessment rubrics . -Checklists .

Creating And Performing

Athletics and music

By the end of the lesson, the learner should be able to:
-Display the work
-Present their created musical composition assignment - Acknowledge one effort and others effort in creating the pictorial composition.

-Display their work
-Discuss about each other work on mosaic composition

What are characteristics of good pictorial composition?

-digital devices
-created pictorial composition.

-Self Peer assesment -Assessment rubrics -Portifolios

Creating And Performing

Melody

By the end of the lesson, the learner should be able to:
-Identify types of mosaic variation.
- Describe the types of musical variation.
-Search for information on different types of musical variation.
-Identify the use of the types of musical variation in melody

-Explain meaning of variation and melody
-Identify types of musical variations I tunes
-Use digital resources to Search for information on rhythmic melodic and dynamic variations
-Watch clips of different variations

How can melody be made interesting?

-Lesson notes
-digital devices
-Melodies
-textbook

-Assessment rubrics -Checklists -Written questions

Creating And Performing

Melody

By the end of the lesson, the learner should be able to:
-Identify types of mosaic variation.
- Describe the types of musical variation.
-Search for information on different types of musical variation.
-Identify the use of the types of musical variation in melody

-Explain meaning of variation and melody
-Identify types of musical variations I tunes
-Use digital resources to Search for information on rhythmic melodic and dynamic variations
-Watch clips of different variations

How can melody be made interesting?

-Lesson notes
-digital devices
-Melodies
-textbook

-Assessment rubrics -Checklists -Written questions

Creating And Performing

Melody

By the end of the lesson, the learner should be able to:
- Describe the structure and characteristics of
Key f major 4/4 time .
-Use digital to search for melodies in the f major and 4/4 time
-Acknowledge the structure and features of melodies in the f major and 4/4 time.

-use digital devices to search from melodies or songs in F major and 4/4 time .
-Identify characteristics
-Perform the scale of F major and its arpeggio .

What is the structure and features of melody in F major?

-Melodies in F major
-digital devices
-Lesson notes

-Assessment rubrics -Checklists -Oral questions

Creating And Performing

Melody

By the end of the lesson, the learner should be able to:
-Compose a four
bar melody in F Major and 4/4 time.
-Collaborate in creating a four bar melody in f major in 4/4 time.
-Value the use of melody in creative arts and sports.

-Collaborate in creating a four bar melody in F major and 4/4 time with varied phases .
-Add phrase marks to the four bar composed melodies indicating dynamics as loud for one phase and soft for the other .

How do you create a four bar melody in F major?

-digital devices
-teachers notes
-textbook

-assessment in rubrics -Checklists -Portfolios -Class project .

Creating And Performing

Melody

By the end of the lesson, the learner should be able to:
-notate four bar melodies in 4/4 time
-Discuss the note values
-Illustrate the note values
-Enjoying notating four bar melodies in 4/4 time.

-discuss the note vales involving dotted minims,crotchet and quaver .
-Illistrate note values .
-Write a two bar answering phrase in F major which is a variation of opening phrase in 4/4 time.
-Notate four bar melodies in 4/4 and share work with peers as

Why is it important to notate melodies?

-Melodies
-digital devices
-Exercise books.

-Oral questions -Checklist -Oral presentation .

Creating And Performing

Melody

By the end of the lesson, the learner should be able to:
-Perform melodies in F major and 4/4 time .
-Sight read the melodies composed by self and others
-Value the use of melody in creative sports.

-Sight read melodies composed by self and others .
-Collaborate in performing and listening to melodies composed by self and others
-Give feedback on the performance

How can a melody be made interesting?

-digital devices
-Melodies

-Checklist assessment rubrics -Observation -Schedule .