1
Strand 1.0
Creating and Performing in Creative Arts and Sports
6 Sub-strands80 Lessons in Term 2
1.1 Handball
10 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- describe the steps of making a larks’ head knot
- weave a hand ball goal net using lark’s head macrame knots
- demonstrate the passing skills in handball
- execute dribbling in handball for skill acquisition
- execute jump shot in handball
- appreciate each other's effort in weaving, passing, shooting and dribbling in handball
Key Inquiry Questions (KIQs)
- How does playing handball enhance health?
Learning Experiences
- observe and discuss virtual or actual demonstrations of steps of making lark’s head macramé knots
- observe virtual or actual samples of 4 basic macramé knots used for weaving, (the larks head, half hitch, square, spiral/half knots)
- collaboratively practise tying the knots
- collaboratively, weave a handball goal net while observing the knots, size of the net and finishing
- fix the net onto goal posts and use in practising shooting in a handball game
- watch a virtual or observe a demonstration of passes (side pass, jump pass and flick pass), shooting (jump shot) and dribbling in handball
- perform passing skill in a handball game
- practise dribbling skills (high and low) in handball game
- practise jump shot using drills
- apply passing, dribbling and shooting skills in a mini game while observing safety and without gender bias
- value each other's effort in weaving, passing, shooting and dribbling in handball
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Western Solo Instrument
10 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- explain the techniques of playing a descant recorder or any other Western instrument
- create a stencil of a descant recorder or any other Western instrument for printing
- tune a Western instrument for a performance
- perform a solo instrumental piece in C Major
- appreciate playing music on the descant recorder or any other Western solo instrument
Key Inquiry Questions (KIQs)
- How are the various instrumental techniques applied in playing Western solo instruments?
- What is the value of sight reading music?
Learning Experiences
- The learner guided to
- observe an actual or virtual demonstrations of techniques (appropriate playing posture, blowing, fingering, tonguing, strumming, picking, clarity of tone quality and embouchure) to playing the descant recorder or any other Western instrument
- observe an actual or virtual tutorials on tuning of a recorder or any other Western instrument and tune it appropriately
- create a stencil motif of a descant recorder or a solo Western instrument by; -sketching on strong paper, -marking non image and image, -cut out non image parts
- print the motif using the repeat pattern by on paper/fabric
- interpret fingering charts play the notes C, D, E. F. G, A, B and C
- practise playing the technical exercises (ascending and descending scale of C major, tonic arpeggio, sight reading exercises in C Major and simple time) enhance recorder or any other Western instrument playing technique
- observe performance directions for repeat (repeat marks, 1st and 2nd repeat) articulation (legato and staccato), dynamics (loud and soft) and tempo (fast and slow)
- perform a solo piece in C major in 2-4 time
- appreciate solo Western Instrumental Music performances for enjoyment
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Football
12 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- paint an imaginary composition of a football field with players in action
- execute trapping skill in football
- perform dribbling skill in football
- value team effort in a football game
Key Inquiry Questions (KIQs)
- How can colours be used to show distance?
- Why is ball control important in a football match?
Learning Experiences
- paint an imaginative pictorial composition of a football match to show: -the field (atmospheric perspective) with emphasis on; -warm colours (progression) -cool colours (recession)
- players in action
- display and give feedback on each other's painted football fields
- watch a virtual or live football demonstration to discuss trapping skill (foot, thigh and chest) and dribbling skill (inside and outside of the foot)
- demonstrate the skills of trapping
- demonstrate dribbling skills
- Practise, in groups, trapping and dribbling for ball control
- Use the skills of trapping and dribbling in a conditioned game while observing safety
- give each other feedback on the execution of the skills in football
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Storytelling
18 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- describe techniques used in storytelling
- compose a 3 to 5-minute story addressing an issue in society
- create a flipbook animation for storytelling
- perform a 3 to 5-minute story before an audience
- realise storytelling as a means of communication
Key Inquiry Questions (KIQs)
- How can storytelling be made interesting?
- How can flip book animation be used in storytelling?
Learning Experiences
- watch live/recorded narration clips to discuss storytelling techniques (use of voice, use of body, use of songs, audience involvement, props and costumes)
- explore to identify a
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Swimming
15 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- paint a human form in a backstroke position
- execute a water entry skill in swimming using a pencil dive
- perform backstroke skill in swimming for skill development
- appreciate your own and others’ effort in executing backstroke skill
Key Inquiry Questions (KIQs)
- How can drawing be used to enhance water safety awareness?
- Why are water safety skills important?
Learning Experiences
- paint a composition of a swimmer in water with emphasis on (body position and balance) using wash and brush stroke techniques
- display and give feedback on own and others’ paintings
- watch a virtual or live demonstration of backstroke and water entry skill (pencil dive)
- demonstrate a pencil dive (feet first)
- demonstrate flutter kicks, arm action and breathing while in supine position
- practise drills for backstroke focusing on coordination
- engage in water games for enjoyment and to enhance skill development
- Observe others and give feedback on the execution of the backstroke skill
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 Kenyan Folk songs
15 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- classify folk songs in Kenyan communities
- improvise materials for a folk song performance
- decorate a costume using the block printing technique
- perform a folksong from a Kenyan community
- appreciate folk songs performance as means of cultural preservation. Meets Expectation Describes aspects of creating and performing in Creative Arts and Sports accurately. Creates the 11 items in Creative Arts and Sports. Performs the 14 items in Creative Arts and Sports
Key Inquiry Questions (KIQs)
- What is the role of folk songs in Kenyan society?
- How can performances of Kenyan folk songs be made interesting?
- Below Expectation Describes aspects of creating and performing in Creative Arts and Sports leaving out major details. Creates 5 or less items in Creative Arts and Sports. Performs 6 or less items in Creative Arts and Sports?
Learning Experiences
- watch actual or virtual performances of folk songs, to describe components of folk songs from Kenyan communities
- brainstorm to classify the folk songs according to community of origin, occasion, purpose, participants and messages/themes)
- visit an actual or virtual cultural centre to watch and select a solo or group folk song from any Kenyan community for performance
- collect found materials (costumes, props, make-up, and ornaments) for a folksong performance
- take a role in rehearsing a solo or group folk song: -adhering to performance techniques (voice projection and balance, phrasing, tempo, tone, dynamics, expression and interpretation, gestures and movement, intensity, mood, idiom/authenticity)
- incorporating appropriate movements and instrumental accompaniment
- using appropriate costumes, props, and make-up
- study actual or virtual samples of alternate patterns in block printing
- design a motif from geometric (inorganic) shapes to be used in creating an alternate repeat pattern for block printing
- prepare the block using the inorganic motif by
- transferring the design onto the block
- cutting out the non-image parts leaving the image (motif) parts raised
- make registration marks on the fabric
- prepare printing ink and surface
- print the alternate repeat pattern on costume using the dabbing method
- fix the ink by ironing the fabric
- use the printed costume for performance
- rehearse the folk song with appropriate singing and movements
- create a written/aural synopsis with information on the; background of the song, purpose, and participants
- take up a role in performing the folk song before an audience
- appreciate folk song performances as a form of cultural expression. Approaches Expectation Describes aspects of creating and performing in Creative Arts and Sports leaving out minor details. Creates 6-10 items in Creative Arts and Sports. Performs 7-13 items in Creative Arts and Sports
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.