Foundation of Creative arts and Sports.

Introduction to Creative arts and Sports.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the categories of Creative arts and Sports.
Describe the categories of Creative arts and Sports.
Search the internet for actual or virtual activities of Creative arts and Sports.
Appreciate the categories of Creative arts and Sports.

In groups,pairs,learners are guided to;
Watch clips showing the activities of creative arts and sports.
identify the categories of Creative arts and sports.
discuss the categories of Creative arts and Sports.
search for more information on the categories of Creative arts and Sports.

What are the categories of Creative arts and Sports?

Video clips.
Digital devices.
Internet.
Top Schholar visual Arts pg 1-3
Teachers notes.
Teacher's Notes.
Top scholar visual Arts pg 3.

Oral questions. Oral discussions. Written tests. Observation.

Foundation of Creative arts and Sports.

Introduction to Creative arts and Sports.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Create a chart on the categories of Creative arts and Sports.
Appreciate the categories of Creative arts and Sports.

In groups,learners are guided to;
collaboratively collect images of Creative arts and Sports activities.
share the materials and paste them on manilla paper under each category to make a collage.
decorate the chart neatly and display the chart in class.

What are the categories of creative arts and sports?

Manilla papers.
Pictures.
Images.
Glues.
Top scholar visual Arts pg 1-3.
Teachers Notes.
Teacher's Notes.
Digital devices.
Internet.
Posters.
Top scholar visual Arts,MTP Performing Arts and Top Scholar PE and Sports cover pages

Checklists. Observation. Practical activity.

Foundation of Creative arts and Sports.

Components of Creative arts and Sports.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the elements of Visual arts from a collection of artworks.
Describe the components of Visual arts.
Search the internet for information on the components of visual arts.
Appreciate the components of Visual arts.

In groups,learners are guided to;
collect samples of artworks.
identify the elements of visual arts from the collection of the artworks.
describe the components of visual arts.
search the internet for more information on the elements of visual arts.
prepare charts showing the elements of visual arts.

What are the elements of Visual arts?

Teacher's Notes.
Internet.
Artworks.
Charts.
Digital devices.
Top Scholar Visual Arts pg 1-2
Pictures.
Top Scholar Visual Arts pg 20

Oral questions. Observation. Oral discussion. Written tests.

Foundation of Creative arts and Sports.

Components of Creative arts and Sports.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the elements of a story.
Describe the elements of a story.
Appreciate the elements of a story.

In groups,learners are guided to;
brainstorm on the elements of a story from a storybook.
describe the elements of a story from a storybook.
search the internet for more information on the elements of a story.

What are the elements of a story?

Teacher's Notes.
Internet.
Digital devices.
Storybooks.
MTP Performing Arts pg 47-49.
Top Scholar Physical Education and Sports pg 66-67.
Video clips.

Checklists. Oral questions. Oral discussions. Written tests. Assessment rubric.

Foundation of Creative arts and Sports.

Components of Creative arts and Sports.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline that fitness exercises that enhance coordination.
Search and watch clips on physical exercises that enhance coordination.
Perform physical exercises that enhance coordination.
Enjoy doing the physical exercises that enhance coordination.

In groups,learners are guided to;
outline the physical exercises that enhance coordination.
watch clips showing coordination exercises.
practice the physical exercises that enhance coordination in an open field.

What activities can one perform to enhance coordination?

Video clips.
Top Scholar Physical Education and Sports pg 69.
Open field.
Digital devices.

Observation Checklists. Practical Demonstration.

Foundation of Creative arts and Sports.

Components of Creative arts and Sports.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the basic
elements(pitch and rhythm)of music from a song.
Describe the basic elements of music from a song.
Appreciate the basic elements of music.

In groups,pairs,learners are guided to;
search and listen to a song.
identify the basic elements of music from the song.
describe the basic elements of music from the song.

What are the basic elements of music?

Songs.
Digital devices.
Speaker.
Teacher's Notes.
MTP Performing Arts pg 7 and 24.
Familiar song tunes.
Digital devices .

Checklists. Written tests. Oral questions. Oral discussions.

Creating and Performing in Creative arts and Sports.

Composing Rhythm.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline factors to consider in creating rhythmic pattern.
Describe the Time signature in composing of rhythm.
Search the internet for clips on time signature.
Appreciate Time signature in composing of rhythm.

In groups,learners are guided to;
listen to simple tunes and outline the factors considered in creating rhythmic patterns.
discuss the Time signature as used in composing rhythmic patterns.
search the internet for clips on the Time signatures as used in composing of rhythmic pattern.

What constitutes rhythm in music?

Video clips.
Digital devices.
Teacher's Notes.
Performing Arts pg 62-64.
MTP Performing Arts pg 68

Practical demonstration. Checklists. Oral discussions.

Creating and Performing in Creative arts and Sports.

Composing Rhythm.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Describe values and rests in composing of rhythmic patterns.
Search the internet for video clips showing values and rest in composing rhythmic patterns.
Acknowledge rests and values in composure of rhythmic patterns.

In groups ,pairs,learners are guided to;
watch video clips on values and rests as used in composing of rhythmic patterns.
discuss values and rests as used in composure of rhythmic patterns.
compose rhythmic pattern using values and rests.

How are values and rests used in composing of rhythmic patterns?

Digital devices.
Performing Arts pg 68
Teacher's Notes.
Video clips.
Tunes.

Checklists. Assessment rubric. Practical demonstration.

Creating and Performing in Creative arts and Sports.

Composing Rhythm.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Describe variation of note as used in composure of rhythmic patterns.
Search for clips on variation notes in composing rhythmic patterns.
Appreciate variation of notes in composing rhythmic patterns.

In groups,learners are guided to;
watch video clips on variation of notes in composing of rhythmic patterns.
discuss the variation of notes in composing of rhythmic patterns.
practice composing a rhythmic pattern following variation of notes.

How can one compose a rhythmic patterns using the variation of notes?

Tunes( Purple Haze)
Video clips.
Digital devices.
MTP Performing arts pg 7
Teachers notes
Tunes.
Teacher's notes.
Digital devices

Portfolios. Checklists. Practical activities.

Creating and Performing in Creative arts and Sports.

Composing Rhythm.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the French rhythmic names.
Discuss the French rhythmic names.
Prepare charts showing the French rhythmic names.
Appreciate the French rhythmic names

In groups,pairs,learners are guided to;
search the internet for the French rhythmic names.
identify the French rhythmic names and note down in books.
describe the French rhythmic names.
prepare charts showing the French rhythmic patterns and display in class.

What are the French rhythmic names?

Digital devices.
Video clips.
MTP Performing arts pg 7-10
Teacher's notes.
Charts.
Audios.
MTP Performing Arts pg 10-12

Observation. Checklists. Written tests. Oral questions. Oral discussions.

Creating and Performing in Creative arts and Sports.

Composing Rhythm.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Compose a simple song using the French rhythmic names.
Perform the composed song using the French rhythmic patterns.
Enjoy composing and performing using the French rhythmic patterns.

In groups,pairs,learners are guided to;
Use the French rhythmic names to compose simple songs.
perform the composed songs using the French rhythmic names record using digital devices.

How can you compose a song using the French rhythmic patterns?

Audios.
Digital devices.
Video clips.
MTP Performing Arts pg 22-23
Charts.

Portfolios. Observation checklists. Peer assessment.

Creating and Performing Creative arts and Sports.
Creating and Performing in Creative arts and Sports.

Athletics. (Javelin)
Athletics (Javelin).

By the end of the lesson, the learner should be able to:
lesson, be able to;
Describe the javelin appearance from photos.
Select suitable materials and tools for carving a javelin implement.
Sketch a javelin implement on charts or books.
Enjoy drawing the javelin implement.

In groups,pairs or individually,learners are guided to;
observe actual or virtual images of javelin with focus on general shape, length, thickness and weight.
identify and select the suitable materials and tools for carving a javelin implement.
draw a javelin implement on chart or books from the images observed.

What materials can be used to make a javelin while conserving the environment?

Photos, Pictures & Images of javelins.
Top Scholar PE and Sports pg 43.
Digital devices.
Selected materials and tools
Sketched images.
Top Scholar PE & Sports pg 43.

Observation checklists. Portfolios. Oral questions.

Creating and Performing in Creative arts and Sports.
Creating and Performing in Creative arts.

Athletics (Javelin).

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the phases of throwing a javelin from a clip.
Discuss the phases of throwing a javelin.
Search the internet for video clips on the phases of throwing a javelin.
Acknowledge the phases of throwing a javelin.

In groups,pairs, learners are guided to;
Use digital devices or texts to observe the javelin throw.
identify the phases of throwing a javelin from the clips or text.
discuss the phases of throwing javelin.
Note down the phases of throwing javelin in note books.

What are the phases of throwing a javelin?

Digital devices.
Video clips.
Top Scholar PE & Sports pg 44-46.
Top Scholar PE and Sports pg 44.
Javelins.
Open field.

Assessment rubric. Observation. Oral questions. Oral discussions. Written tests.

Creating and Performing in Creative arts and Sports.

Athletics (Javelin).
Athletics (Javelin)

By the end of the lesson, the learner should be able to:
lesson, be able to;
Practice the phases in javelin using different grills.
Enjoy practicing the phases of javelin using the different grills.

Individually,learners are guided to;
Use the different grills to practice the phases of javelin.

Which safety measures should one follow while throwing a javelin?

Open field.
Javelins.
Digital devices.
Top Scholar PE and Sports pg 47-48.
Top Scholar PE & Sports pg 44-46.

Observation checklists. Assessment rubric.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the steps of making a lark's head knot.
Describe the steps of making a lark's head knot.
Search for a video on steps of making lark's head macrame knots.
Acknowledge the steps followed in making of a lark's head knot.

In groups, learners are guided to;
outline the steps of making a lark's head knot.
describe the steps of making a lark's head knot.
use digital devices to search for clips on the steps of making a lark's head knot.

What steps do you follow in making a lark's head knot?

Digital devices.
Video clips.
Teacher's Notes.
Top Scholar Visual Arts pg 126-127
Weaving materials.
Visual Arts pg 120.

Observation. Oral questions. Oral discussions.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Search for clips on the 4 basic macrame knots used for weaving.
Outline the steps for making the basic macrame knots used for weaving.
Appreciate the basic macrame knots used in weaving.

In groups,learners are guided to;
observe clips and samples of four basic macrame knots used for weaving (the lark's head,half hitch, square spiral/half knots)
discuss the four basic macrame knots used for weaving.

What are the basic macrame knots used for weaving?

Digital devices.
Video clips.
Samples.
Weaving materials.
Resource person.

Observation. Oral questions. Oral discussions.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the materials to use in weaving a handball goal net.
Outline the steps to follow in weaving a hand ball goal net using lark's head macrame knots.
Search the internet for a clip showing weaving of a hand ball goal net using the larks head macrame knots.
Acknowledge the steps in weaving a hand ball goal net.

In groups,learners are guided in;
searching the internet for suitable and available materials to make a handball goal net.
watch a clip showing how to weave a handball goal net using the lark's head macrame knots.
identify and describe the steps followed in weaving a handball goal net using lark's head macrame knots.

Which locally available materials can be used to weave a handball goal net?

Suitable weaving materials.
Digital devices.
Video clips.

Observation. Oral discussions. Oral questions.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Weave a handball goal net using the lark's head macrame knots.
Appreciate each other's effort in weaving a handball net goal net.

In groups,learners are guided to;
observe the teacher as he or she demonstrates how to weave the handball goal net.
collaboratively weave a handball goal net while observing the knots,size of the net and finishing.

How do you weave a handball goal net?

open field.
Weaving materials.
Weaved handball goal net.
Handball goal posts.
Handball .

Observation checklists. Assessment rubrics. Practical demonstration.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the types of passes used in handball.
Describe the types of passes used in handball.
Search the internet for clips on the types of passes used in handball.
Acknowledge the passes used in handball.

In groups,pairs,learners are guided to;
watch a clip on the types of passes used in handball game.
identify the passes used in a handball game.
describe stages of execution of the types of passes used in handball game.

What types of passes are used in handball game?

Digital devices.
Top Scholar PE and Sports pg 18-20.
Video clips.
Pictures.
Open field.
Handball.
Top Scholar PE and Sports pg 20-21.

Assessment rubric. Oral questions. Oral discussions. Written tests Practical demonstration.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
;
Identify the types of dribbling in a handball game.
Describe the types of dribbling as used in handball game.
Search the internet for clips on the types of dribbling in a handball game.
Acknowledge the different types of dribbling used in handball.

In groups,learners are guided to:
explain the meaning of dribbling.
watch a clip on dribbling and identify the types of dribbling.
describe the different types of dribbling from the clip watched.

What is dribbling? What are the types of dribbling in a handball game?

Top Scholar PE and Sports pg 29.
Digital devices.
Video Clips.
Pictures.
Open Field.
Handball pitch.
Handball.
Top Scholar PE and Sports pg 30-31.

Oral questions. Oral discussions. Written tests. Assessment rubrics.

Creating and Performing in Creative arts and Sports.
Creating and Performing.

Handball.
Storytelling and Animation.

By the end of the lesson, the learner should be able to:
;
Identify the different types of shots in a handball game.
Describe the types of shots in handball game.
Search the internet for clips on the types of shots in handball.
Acknowledge the different types of shots in handball game.

In groups, pairs, learners are guided to;
watch clips from the internet showing the different types of shots in handball.
identify the different types of shots in handball game.
discuss and demonstrate the different types of shots in handball game.

What are the different types of shots in handball game?

Top Scholar PE and Sports pg 32-34.
Digital devices.
Video clips.
Pictures.
Teachers notes.
MTP Performing Arts pg 47-48.
Narratives .

Oral questions. Written tests. Oral discussions. Assessment rubric.

Creating and Performing.

Storytelling and Animation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the techniques used in storytelling.
Describe the techniques used in storytelling.
Appreciate the techniques used in storytelling.

In groups,pairs,learners are guided to;
Watch a live or recorded performance of a narrative.
Identify the techniques used in the storytelling of the narrative.
Discuss and present the storytelling techniques used in narratives.

Which techniques are used in storytelling?

MTP Performing Arts pg 49.
Digital devices.
Recorded narratives.

Assessment rubric. Written tests. Observation. Oral questions.

Creating and Performing.

Storytelling and Animation.
Storytelling and Animation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Select a narrative from the library or internet for presentation.
Use storytelling techniques in presenting the selected narrative.
Enjoy storytelling using the storytelling techniques.

In groups,pairs,learners are guided to;
collaborate in searching and selecting a narrative from the internet or library for presentation.
present the selected narrative using the storytelling techniques.
use digital devices to record themselves and peers to assess the presentation and give feedback.

How can you ensure you use the storytelling techniques while presenting a narrative?

Digital devices.
Library.
Narratives
Internet.

Practical work. Observation schedule. Checklists. Assessment rubric.

Creating and Performing.

Storytelling and Animation.

By the end of the lesson, the learner should be able to:
Identify the qualities of a good flipbook.
Search the internet for qualities of a good flipbook.
Acknowledge the qualities of a good flipbook.

In groups,pairs,learners are guided to;
search the internet for the meaning of flipbook and qualities of a good flipbook.
observe pictures of flipbbooks and real flipbooks.
describe the qualities of good flipbook and present in class.
summarize the qualities of a good flipbook in their note books.

What is a flipbook? What are the qualities of a good flipbook?

Teacher's Notes.
Digital devices.
Internet.
Flipbooks.
pictures.
Top Scholar Visual Arts pg 43-45.

Assessment rubric. Written tests. Oral questions. Checklists. Observation

Creating and Performing.

Storytelling and Animation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the key elements of a compelling storyline.
Develop a well structured storyline for a given scenario incorporating all the elements.
Demonstrate increased confidence in their ability to craft a compelling and meaningful storyline.

In groups,learners are guided to;
identify the key elements of any storyline.
develop characters for a story.
collaborate in arranging milestones in a sequential order (beginning, middle and end) to create a short story.
compose a short story.

What are the key elements of a storyline?

Digital devices.
Internet.
Teacher's Notes.

Assessment rubrics. Checklists. Practical work. Portfolios.

Creating and Performing.

Storytelling and Animation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Perform their short story to an audience.
Appreciate each other's effort in performing the short story.

In groups,learners are guided to:
rehearse the short story for performance.
perform a short story to an audience.
record the narration using digital devices and avail it on a digital platform.

How can storytelling be made interesting?

Storytelling resources: books,

Assessment rubric. Checklists. Observation. Practical task. Oral presentation.

Creating and Performing.

Storytelling and Animation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the techniques involved in creating flipbook animation.
Create a basic flipbook animation using the traditional pen and paper methods.
Demonstrate a sense of creativity and innovation in designing unique and visually appealing flipbook animations.

In groups,pairs, individually,learners are guided to;
outline the techniques used in creating flipbook animation.
watch a clip on making of a flipbook.
draw a sequence of a moving character to create a flipbook animation focusing on sequencing images, positioning of objects on subsequent pages and storyline.
finish and present the flipbook with focus on craftsmanship in use of materials and tools, collating the papers and binding of papers.
riffle the flipbook by emphasising on frequency of images, speed of flick per second to animate the story.

Which locally available materials can you use to create a flipbook animation? What techniques are used in creating flipbook animation?

Locally available materials;Pens,marker pens, pencil.
Papers.
Scissors.
Stapler and pins.
Top Scholar Visual Arts pg 44 & pg 46-49.

Assessment rubric. Project. Practical Task. Observation Checklist.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the skills used in football.
Describe the skills used in football.
Search the internet for the football skills.
Appreciate the skills used in football.

In groups,pairs,learners are guided to:
identify the skills used in football.
describe how to perform the skills used in football.
use digital devices to search the internet for clips on the identified football skills.

Which football skills do you know?

Teacher's notes
Digital devices.
Internet.
Video clips.
Spotlight PE and Sports Grade 8 pg 39.
Teacher's Notes.
Video clips on foot,thigh and chest trapping skills.

Assessment rubrics. Written tests. Observation. Checklists.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Execute the trapping skill in football on the school field.
Appreciate each other's effort as they perform the trapping skill in football.

In pairs, groups and individually learners are guided to;
warm up before performing the trapping skill.
collaborate in performing the chest,thigh and foot trapping skill in football.
record using digital devices as they perform the trapping skill.

How do you perform the chest,thigh and foot trapping skill?

School field.
Digital devices.
Soccer balls.
Spotlight PE and Sports pg 45-47.
Pictures.
Video clips.
Teacher's notes.

Checklists. Assessment rubrics. Observation schedule.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Search and watch clips showing famous football executing the dribbling skills.
Perform the dribbling skill in football.
Appreciate each other's effort in executing the dribbling skill.

Individually, in pairs or groups,learners are guided to;
use digital devices to search and watch clips of famous footballers performing dribbling skill.
perform the dribbling skill in the school field and record themselves using digital devices.

How do you perform the dribbling skill in. football?

School field.
Soccer balls.
Digital devices.
Internet.
Video clips of famous footballers dribbling.

Assessment rubrics. Checklists. Observation schedule. Practical task.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the techniques of shooting in football .
Describe the shooting techniques used in football.
Desire to perform the shooting techniques in a football game.

In groups,pairs,learners are guided to;
brainstorm and present on some of the shooting techniques used in football.
identify the shooting techniques used in football.
search the internet for information on the techniques used in shooting and types of shots.
discuss the different techniques of shooting and types of shots in football.

What is shooting in football? What types of shots do you know in football? Which techniques are used in shooting in football?

Digital devices.
Spotlight PE and Sports Grade 8 pg 39-41.
Internet.
Teacher's notes.
Video clips.
School Field.
Soccer balls.

Assessment rubric. Checklists. Written tests. Oral questions.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify locally available materials that can be used to improvise crayons for drawing.
Collect the identified locally available materials for improvisation of drawing crayons.

In groups,pairs,learners are guided to;
collaborate in identifying the locally available materials that can be used to improvise crayons for drawing.
search the internet for the appropriate locally available materials that can be used to improvise crayons for drawing.
collect the identified locally available materials for improvisation of drawing crayons.

Which locally available materials can be used in making improvised crayons for drawing?

Environment.
Digital devices.
School compound.
Locally available materials; Candle wax, colour pigment, source of heat)

Practical work. Checklists.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the meaning of Crayon etching.
Describe the procedure of crayon etching .
Search the internet for clips on crayon etching art technique.
Appreciate the use of crayon etching art technique in expressing one's ideas.

In groups,pairs,learners are guided to;
explain the meaning of crayon etching.
search the internet and outline the procedure of crayon etching.
discuss the process of creating a crayon etching.
watch clips showing the crayon etching art techniques.

What is crayon etching? How is crayon etching done?

Teacher's notes
Digital devices.
Print materials.
Video clips.
Internet.

Assessment rubric. Oral questions. Oral discussion.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Create a pictorial composition using crayon etching inspired by football game.
Value team effort in crayon etched drawing.

In groups,pairs, individually,learners are guided to;
outline the steps for creating a crayon etching inspired by football game.
source to cut out images inspired by the football skills.
apply crayon to fill the paper in varried shapes.
coat the surface with black media and trace the images to create a composition.
scratch creatively within the outline on the black media.
display their work for assessment.

How can you create a pictorial composition using crayon etching?

Crayons.
Wax paper.
Printing papers.
Black ink.
Working area in the environment.

Assessment rubrics. Checklists. Observation. Practical work. Portfolios.

Creating and Performing.

Multi Media Art.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term Motif.
Identify the types of patterns created from motifs.
Discuss ways of creating alternate repeat patterns.
Acknowledge the types of patterns created from motifs.

In groups, pairs or individually,learners are guided to;
state the meaning of motif.
identify and describe the types of patterns created from motifs.
study actual and virtual samples of alternate repeat patterns in stencil painting.
discuss several ways of creating alternate repeat patterns.

What is a motif? Which ways can one use to create alternate repeat patterns?

Top Scholar Visual Arts pg 50-52.
Teacher's notes.
Samples of alternate repeat patterns.
Top Scholar Visual Arts pg 57-58.
Pictures.
Environment.

Assessment rubrics. Written tests. Oral questions. Oral discussion. observation. Checklists.

Creating and Performing.

Multi Media Art.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Design a motifs from organic shapes.
Enjoy designing motifs from organic shapes.

Individually or in pairs, groups,learners are guided to;
design motifs from organic shapes inspired by the environment such as flowers,leaves etc
display their designed motifs in class for peer assessment.

Why is a motif from an organic form very interesting?

Top Scholar Visual Arts pg 57-58.
Drawing books.
Pencils and Erasers.
Teacher's Notes
Top Scholar Visual Arts pg 58-59.
Digital devices.
Pictures.

Assessment rubrics. Checklists. Peer Assessment. Written test. Practical work. Observation.

Creating and Performing.

Multi Media Art.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Prepare stencils using organic shapes.
Appreciate each other's effort in preparing stencils using organic shapes.

Individually or in pairs or groups,learners are guided to;
prepare a stencil based on motif focusing on positive and negative space.
display their prepared stencil for assessment.

What is the difference between a positive and negative stencil?

Top Scholar Visual Arts pg 58-59.
Pictures.
Drawing books.
pencils and erasers.
Razors.
Top Scholar Visual Arts pg 59-61.
Teacher's Notes.
Digital devices.

Assessment rubrics. Portfolios. Practical task. Checklists. Observation schedule.

Creating and Performing.

Multi Media Art.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Create an alternate repeat pattern by stencil printing on a fabric.
Appreciate own and others stencil printed work.

In groups,pairs or individually,learners are guided to;
collaborate in preparing the fabric, printing ink/paste and surface for printing.
make registration marks on the fabric.
dap to print an alternate repeat pattern on a fabric using contrasting colours to make a curtain for your class.
finish by trimming and ironing.

Why is registration important in printmaking?

Top Scholar Visual Arts pg 60-61.
Fabric.
Printing ink or paint .
Working area.

Practical work. Portfolios. Assessment rubrics. Observation schedule. Checklists.

Creating and Performing.

Multi Media Art.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Display their printed fabric for assessment.
Appreciate each others work as they display.

Individually,in pairs or groups,learners are guided to;
Present and display their printed fabric.
Critique the printed fabric and give feedback.

How can you improve on the printed fabric after feedback?

Printed fabrics.
Display area.

Assessment rubric. Peer assessment. Observation schedule. Checklists.

Creating and Performing.

Picture Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the different types of lines in art.
Discuss the types of lines as elements and principle of art.
Appreciate the different types of lines used in art.

In groups,pairs,learners are guided to;
study virtual and actual sample drawing.
Examine lines as an element and principle of art.
Identify the lines used in the sample drawing.
Describe lines as elements and principle of art.

Why is line considered a fundamental element of art? Which types of lines are used as element of art?

Top Scholar Visual Arts pg 21-22.
Teacher's notes.
Sample drawings.
Sample drawing.
Digital devices.
Internet.

Assessment rubrics. Observation. Checklists. Oral questions.

Creating and Performing.

Picture Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define balance as a principle of art.
Identify different types of balance.
Analyse artworks that exhibit various forms of balance.
Appreciate balance in creating visual harmony and stability in artwork.

In groups,pairs,learners are guided to;
Define balance as a principle of art and discuss its significance in composition.
Study examples of artworks showcasing different types of balance.
Analyse drawings/artwork showing the different forms of balance.

What is balance as a principle of art? How is balance achieved in drawing?

Artwork and drawings samples.
Digital devices.
Internet.
Teacher's notes.
Colour wheels.
Pictures of paintings.
Top scholar visual arts grade 8 pg 25-28.

Assessment rubrics. Observation. Checklists. Oral questions. Checklists.

Creating and Performing.

Picture Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Create artworks that effectively utilize cool and warm colours.
Reflect on the use of cool and warm colours in personal work.

In groups,pairs ,learners are guided to;
Demonstrate colour mixing techniques to create cool and warm colours.
Collaborate in creating two artworks ,one using predominantly cool colors and the other using warm colours.
Display their artworks for peer assessment.

What effects are created by the colours in the artworks created?

Drawing books.
Paint.
Paint brush.
Water and palette.
Top Scholar Visual Arts grade 8 pg 28-31.

Assessment rubrics. Checklists. Observation schedule. Practical task.

Creating and Performing.

Picture Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the meaning of birds eye view in drawing.
Draw a cuboid from birds eye view to bring out the line,tone and balance as elements of art.
Enjoy drawing objects from the birds eye view.

In groups,individually,learners are guided to;
Define the term birds eye view as used in drawing.
Outline the procedure of drawing from birds eye view.
Draw objects,cuboids from the birds eye view.
Analyse tone,lines and balance from their drawings.
Display their drawings for assessment.

What is the birds eye view in drawing?

Drawing books.
Pencils and erasers.
Top scholar visual arts pg 26-27.
Pencils.
Erasers.
Top scholar visual arts pg 27-8.
Samples of drawings.

Assessment rubrics. Practical task. Checklists.

Creating and Performing.

Picture Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify and label the elements of art present in pictorial compositions drawn from memory.
Analyze and interpret visual compositions.
Appreciate creative expressions and artistic choices.

In groups,learners are guided to;
Study sets of pictorial composition drawn from memory.
Identify and label the elements of art present in each of the composition(balance,tone and line)

What is pictorial composition?

Pictorial compositions.
Digital devices.
Internet.
Video clips.
Teacher's notes.

Checklists. Observation. Checklists.

Creating and Performing.

Picture Making.
Descant Recorder

By the end of the lesson, the learner should be able to:
lesson, be able to;
Draw and paint a pictorial composition from memory.
Appreciate owns and others pictorial composition.

Individually,in pairs or groups,learners are guided to;
Draw a themed composition of sports activity using any dry media.
Create a tone on the composition using the the smudging technique.
Paint their pictorial composition using the cool and warm colors.
Finish by mounting the pictures considering contrast of the picture and surface.

How can you make your pictorial composition from memory attractive? What is the smudging technique?

Pencils.
Drawing books.
Charcoal.
Crayons.
Digital devices.
Internet.
Teacher's notes.

Assessment rubrics. Observation schedule. Practical task. Peer assessment.

Creating and Performing.

Descant Recorder.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for sight reading simple melodies on a descant recorder from staff notation.
Describe the steps for sight reading simple melodies on a descant recorder from staff notation.
Acknowledge the steps for sight reading simple melodies on descant recorder.

In groups,pairs,learners are guided to;
Search the internet for steps for sight reading simple melodies on a descant recorder.
Discuss the steps for sight reading simple melodies on a descant recorder from staff notation.
Practice sight reading melodies in the key of C major.

What is the value of sight reading music?

MTP Performing Arts pg 112-113.
Digital devices.
Internet.
Teacher's notes.
Sheet music for simple melodies.
MTP Performing Arts pg 112.
Descant recorders.

Assessment rubric. Observation. Checklists. Oral questions.

Creating and Performing.

Descant Recorder. Descant Recorder.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the techniques of playing the descant recorder.
Search the internet for clips on the technique of playing descant recorder.
Desire to practice the technique of playing descant recorder.

In groups,pairs,learners are guided tio;
Watch video clips on the techniques of playing the descant recorder.
Identify the techniques used in playing descant recorder.
Practice the techniques of playing the descant recorder for perfection.

Which techniques are used in playing descant recorder?

MTP Performing Arts pg 113-114.
Picture.
Descant recorder.
Digital devices.
Video clips.

Assessment rubrics. Checklists. Practical work. Observation.

Creating and Performing.

Descant Recorder.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the notes in the C major scale on the descant recorder.
Practice basic exercises to develop familiarity with the C major scale.
Desire to play the C major scale on descant recorder.

In groups,pairs, individually,learners are guided to;
observe keenly as teacher demonstrates the fingering for the C major scale on the descant recorder.
watch clips showing how to play the C major scale on descant recorder.
Practice playing the C major scale slowly and accurately using a simple melody .

How do you finger the C major scale on a descant recorder?

Descant recorders.
MTP Performing Arts pg 108-111.
Pictures.
Video clips.

Assessment rubrics. Practical work. Checklists Observation schedule.

Creating and Performing.

Descant Recorder.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Perform a piece in C major on a descant recorder with accuracy and expression.
Appreciate playing music on the descant recorder.

In groups,pairs, individually,learners are guided to;
choose a suitable piece of C major .
perform a solo descant recorder piece in C major and in 2/4 time and record using digital devices.
demonstrate proper breath control,tone quality and dynamics while playing.
give feedback and make improvements in playing technique.

How do you perform a C major on a descant recorder?

Descant recorders.
Digital devices.
MTP Performing Arts pg 109-111.
Melodies.

Practical work. Portfolios. Assessment rubrics. Observation. Checklists.

Creating and Performing.

Descant Recorder.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the meaning of Performance directions.
Identify performance directions provided on the sheets of music.
Discuss the different directions techniques used in descant recorders.
Perform simple melodies on descant recorder observing performance directions.
Appreciate playing music on the descant recorder.

In groups,pairs or individually,learners are guided to;
identify and discuss the performance directions techniques used in descant recorder.
identify performance directions provided on sheets of music.
observe performance directions on Solo piece in C major.
perform familiar melodies and new pieces of music on descant recorder observing performance directions learnt.

Why are performance directions important in music? what are performance directions in music?

MTP Performing Arts pg 114-117.
Digital devices.
Descant recorders.
Simple pieces or melodies.
Video clips.

Assessment rubrics. Checklists Portfolios. Checklists Oral questions. Observation schedule.