Wk

Lsn

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Ref l

1

OPENING/PREPARATIONS

2

1

PERFOR MING

Kenyan folk songs

: singing a folk song

By the end of the sub strand, the learner should be able to:

1. Apply the right instrument in performing a given folk song
2. perform folk songs drawn from diverse communities in a group
3. appreciate performing folk songs drawn from diverse communities in Kenya

1.    Why is it important to learn folk songs from different communities in Kenya?

2.    What makes a folk song?

• In groups learners perform folk songs from diverse communities with coordinated body movements observing safety and etiquette.
• Learners share and take turns to practice the use of appropriate instruments to accompany a folk song.
• Learners are guided to collect pictures and recordings of Kenyan folk songs for classroom use

• Audio/visual recordings of folk songs
• Recording devices
• Musical instruments to accompany the folk songs
• Resource persons

Observation checklists

1. Project:
2. Portfolio
3. Progress reports

3

1

Kenyan Indigenous Instruments -Wind Instruments

By the end of the sub strand, the learner should be able to:

1. name different wind instruments used by various indigenous communities in Kenya
2. identify parts of a wind instrument and their role
3. Appreciate the role of a wind instrument in music making.

1. What are wind instruments?
2. How do wind instruments produce sound?
3. Which materials can be used in making wind instruments?
4. How can one care and maintain a wind instrument?

Learners view

• Real/pictures/videos of Kenyan indigenous wind instruments and name them.
• Learners are guided to identify parts of a wind instrument and discuss how they are manipulated to produce sound.

• Resource persons
• Wind instrument
• Locally available materials for making wind instruments
• Audio visual recordings of wind instruments

Observation checklists

1. Project:
2. Portfolio
3. Progress reports

4

1

Kenyan Indigenous Musical Instruments -
Wind Instruments

By the end of the sub strand, the learner should be able to:

1. name different wind instruments used by various indigenous communities in Kenya
2. identify parts of a wind instrument and their role
3. Appreciate the role of a wind instrument in music making.

1. What are wind instruments?
2. How do wind instruments produce sound?

• In groups learners are guided on how to care and maintain a wind instrument.
• Learners observe hygiene measures as they share and take

• Resource persons
• Wind instrument
• Locally available materials for making wind instruments
• Audio visual recordings of wind instruments

Observation check list

1. Portfolio
2. Aural Tests
3. Progress reports

5

1

Kenyan Indigenous Musical Instruments - Wind Instruments

By the end of the sub strand, the learner should be able to:

1. name different wind instruments used by various indigenous communities in Kenya
2. identify parts of a wind instrument and their role
3. Appreciate the role of a wind instrument in music making.

1. What are wind instruments?
2. How do wind instruments produce sound?
3. Which materials can be used in making wind instruments?
4. How can one care and maintain a wind instrument?

• In groups learners are guided    on how to care and maintain a wind instrument.
• Learners observe hygiene measures as they share and take turns to practice how to produce sound in a wind instrument.

• Locally available materials to make body ornaments
• Audio/visual recordings of folk dances
• Resource persons
• Musical instruments connectivity

Observation check list

1. Portfolio
2. Aural Tests
3. Progress reports

6

1

Making a wind Instrument

1. name different wind instruments used by various indigenous communities in Kenya
2. identify parts of a wind instrument and their role
3. Appreciate the role of a wind instrument in music making.

1. What are wind instruments?
2. How do wind instruments produce sound?
3. Which materials can be used in making wind instruments?
4. How can one care and maintain a wind instrument?

In groups learners

• brainstorm on materials to be collected for making a wind instrument and the precautions to take while collecting the materials.
• In groups learners discuss the procedure of making a wind instrument.
• Individually or in groups, learners make a wind instrument using locally available materials while observing safety.

Resource persons

• Wind instrument
• Locally available materials for making wind instruments
• Audio visual recordings of wind instruments

Observation check list

1. Portfolio
2. Aural Tests
3. Progress reports

7

1

Western Musical Instruments - Descant Recorder

By the end of the sub strand, the learner should be able to:

1. play notes B A G C D on the descant recorder
2. play a melody built on the notes B A G C D on the descant recorder
3. Appreciate playing melodies using the descant recorder.

1. How are different pitches produced on a descant recorder?
2. How is a good tone produced while playing the descant recorder?

Resource persons

• Descant recorder
• Recorder books
• Audio visual
• recordings of recorder

Resource persons

• Descant recorder
• Recorder books
• Audio visual recordings of recorder

Observation check list

1. Portfolio
2. Aural Tests
3. Progress reports

8

1

Western Musical Instruments- Descant Recorder

By the end of the sub strand, the learner should be able to:

1. play notes B A G C D on the descant recorder
2. play a melody built on the notes B A G C D on the descant recorder
3. Appreciate playing melodies using the descant recorder.

1. How are different pitches produced on a descant recorder?
2. How is a good tone produced while playing the descant recorder?

Resource persons

• Descant recorder
• Recorder books
• Audio visual
• recordings of recorder

Resource persons

• Descant recorder
• Recorder books
• Audio visual recordings of recorder

Observation check list

1. Portfolio
2. Aural Tests
3. Progress reports

9

1

Western Musical Instruments - Descant Recorder

By the end of the sub strand, the learner should be able to:

1. play notes B A G C D on the descant recorder
2. play a melody built on the notes B A G C D on the descant recorder
3. Appreciate playing melodies using the descant recorder.

1. How are different pitches produced on a descant recorder?
2. How is a good tone produced while playing the descant recorder?

Resource persons

• Descant recorder
• Recorder books
• Audio visual
• recordings of recorder

Resource persons

• Descant recorder
• Recorder books
• Audio visual recordings of recorder

Observation check list

1. Portfolio
2. Aural Tests
3. Progress reports

10

1

Kenyan Folk Dances : Roles of participants in a folk song

By the end of the sub strand, the learner should be able to:

1. discuss the roles of participants in a folk dance
2. Discuss the roles of costumes, ornaments and body adornment in a folk dance.
3. appreciate the role of participants, costumes, body adornment, ornaments in a folk dance

1. What is the role of costumes, body adornment and ornaments in a dance?
2. What is the role of different participants in a dance?
3. Which materials can be used to make costumes, body Adornment or ornaments?

• Learners watch a live/recorded performance of a folk dance and identify; costumes, instruments, body adornments and ornaments.
• Learners brainstorm on the roles of costumes, ornaments and body adornment in a folk dance.
• learners discuss the roles of different participants in a dance (soloist, Chorus/response group, instrumentalist and dancers).
• Learners use digital devices to download and watch various Kenyan folk dances

• Locally available materials to make body ornaments
• Audio/visual recordings of folk dances
• Resource persons
• Musical instruments
• Internet connectivity

1. Observation checklist
2. Portfolio

11

1

Kenyan Folk Dances : Roles of ornaments/costumes in a folk dance

By the end of the sub strand, the learner should be able to:

1. discuss the roles of participants in a folk dance
2. Discuss the roles of costumes, ornaments and body adornment in a folk dance.
3. appreciate the role of participants, costumes, body adornment, ornaments in a folk dance

1. What is the role of costumes, body adornment and ornaments in a dance?
2. What is the role of different participants in a dance?
3. Which materials can be used to make costumes, body Adornment or ornaments?

• Learners watch live/recorded performance of a folk dance and identify; costumes, instruments, body adornments and ornaments.
• Learners brainstorm on the roles of costumes, ornaments and body adornment in a folk dance.
• In groups learners discuss the roles of different participants in a dance (soloist, chorus/response group, instrumentalist and dancers).
• Learners use digital devices to download and watch various Kenyan folk dances..

• Locally available materials to make body ornaments
• Audio/visual recordings of folk dances
• Resource persons
• Musical instruments
• Internet connectivity

1. Observation checklist
2. Portfolio