Music

Wednesday, 15 February 2023 13:49

Music Schemes - Grade 3 Schemes of Work Term 2 2023

Week	Lesson	Strand	Sub-Strand	Specific Learning Outcome	Key Inquiry Question	Learning Experiences	Learning Resources	Assessment	Remarks
1	1	Performing	Songs	By the end of the of the sub strand the learner should be able to: observe safety during performance of signed singing games	Name some of the materials or objects used during play	Learners practice signed singing games with coordinated body movements. Practice and performance could be done in pairs and in groups to encourage team work and responsibility.	Costumes and props Audio-visual excerpts of relevant music	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
2	1	Performing	Songs	By the end of the of the sub strand the learner should be able to: practice game etiquette and share available resources equitably during the performance of signed singing games	Name some of the materials or objects used during play	Learners are guided to observe safety while performing signed singing games. Individually and in groups, learners observe game etiquette and share available resources equitably while performing signed singing games	Costumes and props Audio-visual excerpts of relevant music	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
3	1	Musical Instruments	Musical Instruments	By the end of the of the sub-strand the learner should be able to: name different types of improvised string instruments	Which part of the body do you use when playing string instruments? Would you prefer to play the instrument alone or with friends?	Individually and in groups’ learners imitate playing of different string instruments. Learners are guided to apply the skills of playing different string instruments that is: holding, plucking/striking, bowing and strumming Individually and in groups’ learners imitate playing of different string instruments. Learners are guided to apply the skills of playing different string instruments that is: holding, plucking/striking, bowing and strumming	Audio-visual excerpts of Music featuring instruments Audio-visual equipment Musical instruments Charts/pictures Locally available materials for improvising instruments	Signed questions, portfolio, observation, check lists, adjudication using performance rubric.
4	1	Musical Instruments	Musical Instruments	By the end of the of the sub strand the learner should be able to: visually identify string instruments the skills of playing string instruments	Which part of the body do you use when playing string instruments? Would you prefer to play the instrument alone or with friends?	In groups and individually learners are guided to improvise different string instruments (mouth bows, ground bows and fiddles) while observing safety	Audio-visual excerpts of Music featuring instruments Audio-visual equipment Musical instruments Charts/pictures Locally available materials for improvising instruments	Signed questions, portfolio, observation, check lists, adjudication using performance rubric.
5	1	Musical Instruments	Musical Instruments	By the end of the of the sub strand the learner should be able to: use locally available materials to make string instruments	Which part of the body do you use when playing string instruments? Would you prefer to play the instrument alone or with friends?	Learners accompany familiar songs using improvised string instruments such as mouth bows, ground bows and fiddles matching their strokes to the tempo of the song.	Audio-visual excerpts of Music featuring instruments Audio-visual equipment Musical instruments Charts/pictures Locally available materials for improvising instruments	Signed questions, portfolio, observation, check lists, adjudication using performance rubric.
6	1	Musical Instruments	Musical Instruments	By the end of the of the sub strand the learner should be able to: use improvised string instruments to accompany songs	Which part of the body do you use when playing string instruments? Would you prefer to play the instrument alone or with friends?	Learners have fun playing improvised percussion, wind and string instruments in an ensemble (Green band) each trying out different string instruments	Audio-visual excerpts of Music featuring instruments Audio-visual equipment Musical instruments Charts/pictures Locally available materials for improvising instruments	Signed questions, portfolio, observation, check lists, adjudication using performance rubric.
7	1	Musical Instruments		By the end of the of the sub strand the learner should be able to: use improvised percussion, wind and string instruments in an ensemble	Which part of the body do you use when playing string instruments? Would you prefer to play the instrument alone or with friends?	Learners have fun playing improvised percussion, wind and string instruments in an ensemble (Green band) each trying out different string instruments	Audio-visual excerpts of Music featuring instruments Audio-visual equipment Musical instruments Charts/pictures Locally available materials for improvising instruments	Signed questions, portfolio, observation, check lists, adjudication using performance rubric.
8	1		Dance	By the end of the of the sub-strand the learner should be able to: use body movements that are part of daily experience in a variety of ways in dance use dance to express ideas feelings, and emotions	What everyday body movements do you do throughout the day	Learners are exposed to various relevant live performances and recordings of dances for experience and appreciation	Audio-visual excerpts of dance Musical instruments Costumes and decor Resource persons Locally available materials for improvising instruments	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
9	1		Dance	By the end of the of the sub strand the learner should be able to: move body zones and body parts appropriately in response to music apply locomotor and non-locomotor movements to create own dance	Which parts of the body are commonly used when dancing	Learners are guided on the use of different body zones and body parts to express ideas feelings, and emotions in dance	Audio-visual excerpts of dance Musical instruments Costumes and decor Resource persons Locally available materials for improvising instruments	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
10-11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 3 Schemes of Work Term 2 2023

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Wednesday, 15 February 2023 13:44

Music Schemes - Grade 3 Schemes of Work Term 1 2023

Week	Lesson	Strand	Sub strand	Specific learning outcome	Key inquiry question	Learning experiences	Learning resources	Assessment	Remarks
1	1	PERFOR MING	Songs	By the end of the of the sub strand the learner should be able to: identify different types of songs performed for different purposes in the community;	During which occasions do you sing?	Learners are guided to observe a variety of live or recorded songs and be probed to identify possible occasions of performance of the songs.	Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
2	1	PERFOR MING	Songs	By the end of the of the sub strand the learner should be able to: sing a variety of age appropriate songs in unison paying attention to accuracy	During which occasions do you sing?	Learners sign sing various types of songs: Kenyan folksongs, lullabies, patriotic songs, action songs, sacred songs and topical songs on pertinent and contemporary issues in unison paying attention to accuracy in rhythm	Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
3	1	PERFOR MING	Songs	By the end of the of the sub strand the learner should be able to: sign sing all verses of the Kenya National Anthem in English Kiswahili for cohesion and peaceful coexistence	When is the national anthem sung? How should we behave when singing the national anthem?	Learners are guided in watching/listening to live or recorded performance of the three verses of the Kenyan national Anthem with keen interest in posture and text Learners are guided in sign singing all the verses of the Kenya National Anthem in English paying attention to posture and appropriate etiquette	Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
4	1	PERFOR MING	Songs	By the end of the of the sub strand the learner should be able to: sign sing 3-part rounds, keeping to the respective parts for enjoyment	When is the national anthem sung? How should we behave when singing the national anthem?	Learners are guided individually and in groups to sign sing 3part rounds paying attention to entries and keeping to respective part.	Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
5	1	PERFOR MING	Songs	By the end of the of the sub strand the learner should be able to: execute the elements of music while singing	Which songs do you sing during different occasions such as birthdays	While sign singing learners are guided in applying tools and techniques of musicianship such as good posture, and clear signing techniques	Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
6	1	PERFOR MING	Songs	By the end of the of the sub strand the learner should be able to: use signing techniques in singing a variety of songs for effective communication	What do some of the songs you sing at home/school talk about?	Individually or in groups learners are guided in sign singing a variety of songs paying attention to the elements of music such as beat, and rhythm	Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
7	1	PERFOR MING	Songs	By the end of the of the sub strand the learner should be able to: express ideas, feelings and emotions through sign singing	What do some of the songs you sing at home/school talk about?	Individually or in groups learners are guided in sign singing a variety of songs paying attention to the elements of music such as beat, and rhythm	Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
8	1		Signed Singing games	By the end of the of the sub strand the learner should be able to: perform various signed singing games drawn from local and other cultures	Do you sing as you play? What songs do you sing during play?	Learners are guided to watch a variety of live or recorded singing games from the locality and from other cultures	Costumes and props Audio-visual excerpts of relevant music	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
9	1		Signed Singing games	By the end of the of the sub strand the learner should be able to: the aspects of signed, movement, game, props and costumes in performing signed singing games	Do you sing as you play? What songs do you sing during play?	Learners perform age appropriate signed singing games with game aspects, movements and proper use of props and costumes observing safe	Costumes and props Audio-visual excerpts of relevant music	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
10	1		Signed Singing games	By the end of the of the sub strand the learner should be able to: performs signed singing games with coordinated body movements	What roles do you like taking when performing singing games?	Learners perform age appropriate signed singing games with game aspects, movements and proper use of props and costumes observing safe	Costumes and props Audio-visual excerpts of relevant music	Signed questions, portfolio, observation, check lists, adjudication using performance rubric

Published in Grade 3 Schemes of Work Term 1 2023

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Wednesday, 15 February 2023 07:55

Music Schemes - Grade 2 Schemes of Work Term 3 2023

WEEK		LESSON	STRAND	SUB-STRAND	SPECIFIC LEARNING OUTCOMES	KEY INQUARY QUESTIONS	LEARNING EXPERIENCES	LEARNING RESOURCES	ASSESSMENT	REFLECTION
1		1	CREATING/ COMPOSING	Melody	By the end of the lesson the learner should be able to: identify melodic variations in familiar simple tunes in preparation for own compositions,	How can one tell if a tune has changed?	Familiar tunes are played/sang with minimal variations and learners are guided to identify the variations	Regalia charts	Observation Oral questions
2		1		Melody	By the end of the lesson the learner should be able to: improvise simple melodic variations on familiar tunes as a foundation for composition and for enjoyment	How can one tell if a tune has changed?	In groups and individually, learners use new words to familiar tunes	Regalia charts	Observation Oral questions
3		1		Melody	By the end of the lesson the learner should be able to: improvise new words to known tunes for creativity	How can a familiar tune be made more interesting?	In groups and individually, learners use new words to familiar tunes	Regalia charts	Observation Oral questions
4		1		Melody	By the end of the lesson the learner should be able to: appreciate own and others compositions	How can a familiar tune be made more interesting?	Learners are guided in singing own melodic variations and those of others	Regalia charts	Observation Oral questions
5		1	LISTENING AND RESPONDING	Elements of Music	By the end of the lesson the learner should be able to: express initial personal reactions to musical performances for self- expression	What is the source of the sound in the music? Is it from an instrument or voice?	Learners listen to live/recorded music from ICT devices for appreciation	Regalia charts	Observation Oral questions
6		1		Elements of Music	By the end of the lesson the learner should be able to: imitate short melodies with accuracy in pitch and rhythm for aural acuity development,	What is the source of the sound in the music? Is it from an instrument or voice?	Short melodies are played and learners asked to imitate observing accuracy in pitch and rhythm	Regalia charts	Observation Oral questions
7		1		Elements of Music	By the end of the lesson the learner should be able to: relate specific music to appropriate events in the community for effective communication	How does the music make you feel	Learners sing familiar topical songs with appropriate expression such as sad or happy in relation to the text	Regalia charts	Observation Oral questions
8		1		Elements of Music	By the end of the lesson the learner should be able to: respond to live or recorded performances with appropriate audience behaviour to enhance etiquette	How does the music make you feel	Learners are guided to listen to and relate specific music to appropriate events.	Regalia charts	Observation Oral questions
9&10	ASSESSMENT

Published in Grade 2 Schemes of Work Term 3 2023

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Thursday, 02 February 2023 14:00

Music Schemes - Grade 2 Schemes of Work Term 2 2023

Week	Lesson	Strand	Sub-Strand	Specific Learning Outcome	Key Inquiry Question	Learning Experiences	Learning Resources	Assessment	Remarks
1			Musical Instruments	By the end of the sub-strand the learner should be able to: name different types of wind instrument	Which instruments are played by blowing? Which part of the body do you use when playing wind instruments?	Learners watch videos/pictures of different types of wind instruments being played. Learners watch audio-visual recordings of instruments and guided in identifying the instruments visually.	Signed questions, portfolio, observation, check lists, adjudication using performance rubric	Musical instruments Locally available materials for improvising instruments Audiovisual excerpts of relevant music
2			Musical Instruments	By the end of the Sub strand the learner should be able to identify different improvised wind instruments visually and aurally used to accompany song and dance	Which instruments are played by blowing? Which part of the body do you use when playing wind instruments?	Learners watch videos/pictures of different types of wind instruments being played. Learners watch audio-visual recordings of instruments and guided in identifying the instruments visually.	Signed questions, portfolio, observation, check lists, adjudication using performance rubric	Musical instruments Locally available materials for improvising instruments Audiovisual excerpts of relevant music
3			Musical Instruments	By the end of the Sub strand the learner should be able to demonstrate the ability to play a wind instrument for confidence	Would you prefer to play the instrument alone or with friends? How do you feel playing different instruments	Learners are guided to apply appropriate skills of holding, blowing, fingering and breath control when playing different wind instruments such as pipes, whistles, recorder and bottles. Individually and in groups, learners improvise different wind instruments as accompaniment.	Signed questions, portfolio, observation, check lists, adjudication using performance rubric	Musical instruments Locally available materials for improvising instruments Audiovisual excerpts of relevant music
4			Musical Instruments	By the end of the Sub strand the learner should be able to improvise accompaniments to songs and dances using improvised wind instrument for creativity and imagination	Would you prefer to play the instrument alone or with friends? How do you feel playing different instruments	Learners are guided to apply appropriate skills of holding, blowing, fingering and breath control when playing different wind instruments such as pipes, whistles, recorder and bottles. Individually and in groups, learners improvise different wind instruments as accompaniment.	Signed questions, portfolio, observation, check lists, adjudication using performance rubric	Musical instruments Locally available materials for improvising instruments Audiovisual excerpts of relevant music
5			Musical Instruments	By the end of the Sub strand the learner should be able to improvise local music instruments and securely store them for safety;	Would you prefer to play the instrument alone or with friends? How do you feel playing different instruments	Learners are guided in observing safety using locally available materials to improvise wind instruments such as reeds, pipes, bottles.	Signed questions, portfolio, observation, check lists, adjudication using performance rubric	Musical instruments Locally available materials for improvising instruments Audiovisual excerpts of relevant music
6			Musical Instruments	By the end of the Sub strand the learner should be able to appreciate own improvised musical instruments and those of others for peaceful co-existence	Would you prefer to play the instrument alone or with friends? How do you feel playing different instruments	Learners are guided in observing safety using locally available materials to improvise wind instruments such as reeds, pipes, bottles.	Signed questions, portfolio, observation, check lists, adjudication using performance rubric	Musical instruments Locally available materials for improvising instruments Audiovisual excerpts of relevant music
7			Dance	By the end of the Sub strand the learner should be able to: use body movements that are part of daily experience in a variety of ways in dance for orientation to dance	Name the Kenyan communities that live in your locality Which dances are performed in the community?	Learners should be exposed to various relevant live and recordings of dances for experience and appreciation. Learners identify and use body movements that are part of daily experiences such as greetings, waving, digging, grinding, sweeping, and pounding in dance	Audio-visual excerpts of dance Musical instruments Costumes and props	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
8			Dance	By the end of the Sub strand the learner should be able to: record a local dance for digital literacy or perform and record a dance for digital literacy; use dance to express feelings, emotions and ideas for enjoyment	Name the Kenyan communities that live in your locality Which dances are performed in the community?	Learners should be exposed to various relevant live and recordings of dances for experience and appreciation. Learners identify and use body movements that are part of daily experiences such as greetings, waving, digging, grinding, sweeping, and pounding in dance	Audio-visual excerpts of dance Musical instruments Costumes and props	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
9			Dance	By the end of the Sub strand the learner should be able to: apply locomotors and non-locomotors movements in own dance for creativity; observe basic elements of dance during performance	During which occasions are dances performed?	Learners should be exposed to various relevant live and recordings of dances for experience and appreciation. Learners identify and use body movements that are part of daily experiences such as greetings, waving, digging, grinding, sweeping, and pounding in dance	Audio-visual excerpts of dance Musical instruments Costumes and props	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
10			Dance	By the end of the Sub strand the learner should be able to: observe safety during dance performance; practice etiquette during dance performance for endearment	During which occasions are dances performed?	Learners are guided in using functional dance movements to communicate ideas, feelings and emotions. Learners use different body zones and body parts in dance	Audio-visual excerpts of dance Musical instruments Costumes and props	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 2 Schemes of Work Term 2 2023

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Thursday, 02 February 2023 13:57

Music Schemes - Grade 2 Schemes of Work Term 1 2023

WEEK	LESSON	STRAND	SUB STRAND	SPECIFIC LEARNING OUTCOMES	KEY INQUARY QUESTIONS	LEARNING EXPERIENCES	LEARNING RESOURC ES	ASSESSMENT	REFLECTION
1	1	PERFORMIN G	Songs	By the end of the of the lesson the learner should be able to identify different types of songs performed for different purposes to enhance comprehension	During which activities do you sing	Learners name types of songs performed in the community	Regalia charts	Observation Oral questions
2	1		Songs	By the end of the of the lesson the learner should be able to sing a variety of age appropriate songs in unison paying attention to accuracy in pitch and rhythm for enjoyment,	During which activities do you sing	Learners are guided to listen to and watch a variety of live or recorded songs and be probed to identify occasions when the songs are performed	Regalia charts	Observation Oral questions
3	1		Songs	By the end of the of the lesson the learner should be able to sing 2-part rounds for enjoyment	Which songs do you like singing?	Learners are guided in identifying the beat in familiar songs by tapping, clapping and stamping and vary the tempi and dynamics to express feelings, ideas and emotions while singing	Regalia charts	Observation Oral questions
4	1		Songs	By the end of the of the lesson the learner should be able to sing verse 1and 2 of the Kenya national anthem in English and/or Kiswahili with proper etiquette to enhance patriotism, cohesion and peaceful coexistence	When is the national anthem sung?	Learners are guided to sing verse 1 and 2 of the Kenya national anthem in English and /or Kiswahili in unison, paying attention to accuracy in pitch, rhythm, words and the etiquette during	Regalia charts	Observation Oral questions
5	1		Songs	By the end of the of the lesson the learner should be able to execute the elements of music while singing as a basis of musicianship	What do the songs talk about	Learners are guided in identifying and discussing salient issues in topical and patriotic songs such as social cohesion, health, safety and values	Regalia charts	Observation Oral questions
6	1		Songs	By the end of the of the lesson the learner should be able to use vocal techniques in singing for effective communication	What do the songs talk about	In groups, learners are guided in singing and dramatizing story and action songs	Regalia charts	Observation Oral questions
7	1		Songs	By the end of the of the lesson the learner should be able to express ideas, feelings and emotions through singing for self- expression and effective communication	What do the songs talk about	In groups, learners are guided in singing and dramatizing story and action songs	Regalia charts	Observation Oral questions
8	1		Singing games	By the end of the of the lesson the learner should be able to perform various singing games drawn from local and other cultures for enjoyment	What songs do you sing during play?	Learners are guided to watch a variety of live or recorded singing games from the locality and from other cultures	Regalia charts	Observation Oral questions
9	1		Singing games	By the end of the of the lesson the learner should be able to apply the aspects of singing, movement, props and costumes in performing singing games to enhance the skills of performance	What songs do you sing during play?	In groups and individually, learners collect materials for use as costumes and props in performance of singing games	Regalia charts	Observation Oral questions
10	1		Singing games	By the end of the of the lesson the learner should be able to take precautions during performance of singing games for own and others safety,	What roles do you like taking when performing singing games	Learners practice singing games with coordinated body movements Practice and performance could be done in pairs and in groups to encourage team work and responsibility	Regalia charts	Observation Oral questions
11	1		Singing games	By the end of the of the lesson the learner should be able to observe game etiquette for own and others respect,	What roles do you like taking when performing singing games	Practice and performance could be done in pairs and in groups to encourage team work and responsibility	Regalia charts	Common accidents and Basic First aid
12	1		Singing games	By the end of the of the lesson the learner should be able to share available resources during performance of singing games for equity and integrity	What are some of the materials or objects used while playing and singing?	In groups learners practice game etiquette and share available resources equitably during performance of singing games	Regalia charts	Observation Oral questions
13 & 14	CAT

Published in Grade 2 Schemes of Work Term 1 2023

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Thursday, 26 January 2023 09:13

Music Schemes - Grade 1 Schemes of Work Term 3 2023

WEEK	LESSON	STRAND	SUB-STRAND	SPECIFIC LEARNING OUTCOMES	KEY INQUARY QUESTIONS	LEARNING EXPERIENCES	LEARNING RESOURCES	ASSESSMENT	REFLECTION
1		CREATING/ COMPOSIN G MUSIC	Melody	By the end of the lesson the learner should be able to: identify melodic sounds from the environment for aural discrimination	Which animals in the environment make melodic sounds	Learners listen to sounds in the environment (live or recoded) and are guided to identify rhythmic and melodic sounds	Regalia charts	Observation Oral questions
2		CREATING/ COMPOSIN G MUSIC	Melody	By the end of the lesson the learner should be able to identify melodic variations in simple familiar tunes to enhance listening skills and as a basis for composition	Which animals in the environment make melodic sounds	Learners imitate sounds made by animals and birds such as the cuckoo and the crested crane	Regalia charts	Observation Oral questions
3		CREATING/ COMPOSIN G MUSIC	Melody	By the end of the lesson the learner should be able to: identify melodic variations in simple familiar tunes to enhance listening skills and as a basis for composition	What is the difference between these sounds	Learners imitate sounds made by animals and birds such as the cuckoo and the crested crane	Regalia charts	Observation Oral questions
4		CREATING/ COMPOSIN G MUSIC	Melody	By the end of the lesson the learner should be able to: create simple melodic variations in familiar tunes as a basis for composition and for enjoyment	What is the difference between these sounds	Learners are guided in groups and individually to sing familiar tunes, introducing melodic variations	Regalia charts	Observation Oral questions
5		LISTENING AND RESPONDIN G	Elements of Music	By the end of the lesson the learner should be able to: listen and identify sounds in the local environment for aural discrimination	When you listen to the music, how does it make you feel?	Learners take a nature walk and are guided in listening and identifying sounds in the environment	Regalia charts	Observation Oral questions
6		LISTENING AND RESPONDIN G	Elements of Music	By the end of the lesson the learner should be able to: respond imaginatively to sounds in the environment through movement or imitation for enjoyment	When you listen to the music, how does it make you feel?	Learners listen and respond to sounds in the environment through; movement, vocalization, imitation and discussions	Regalia charts	Observation Oral questions
7		LISTENING AND RESPONDING	Elements of Music	By the end of the lesson the learner should be able to: identify the character of musical pieces for emotional expression	When you listen to the music, how does it make you feel?	Learners are guided in identifying and describing the character of selected pieces of music as either sad or happy	Regalia charts	Observation Oral questions
8		LISTENING AND RESPONDING	Elements of Music	By the end of the lesson the learner should be able to: imitate rhythmic and melodic patterns of music to enhance listening skills,	When you listen to the music, how does it make you feel?	describe the elements of music used using music terminology: loud/ soft (dynamics), fast/ slow (Tempo), high/ low (Pitch), long /short	Regalia charts	Observation Oral questions
9&10		ASSESSMENT		ASSESSMENT	ASSESSMENT	ASSESSMENT	ASSESSMENT	ASSESSMENT

Published in Grade 1 Schemes of Work Term 3 2023

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Thursday, 26 January 2023 09:10

Music Schemes - Grade 1 Schemes of Work Term 2 2023

Week	Lesson	Strand	Sub-Strand	Specific Learning Outcome	Key Inquiry Question	Learning Experiences	Learning Resources	Assessment	Remarks
1	1	Musical Instruments		By the end of the sub strand, the learner should be able to: a) Sign name different types of percussion instruments that can be used to accompany singing and dancing	Which musical instruments are used while singing or dancing?	Learners look at real Instruments, videos, pictures and are guided in identifying them. Learners feel vibrations of different percussion instruments and sign name them.	Signed questions, portfolio, observation, check lists	Audiovisual excerpts of musical instruments Musical instruments Charts of musical instruments Locally available recyclable materials
2	1	Musical Instruments		By the end of the sub strand, the learner should be able to: Sign name different types of percussion instruments that can be used to accompany singing and dancing	Which instruments are played by striking?	In groups and individually learners are guided in improvising body percussions by tapping, clapping, stamping etc. to accompany signed song	Signed questions, portfolio, observation, check lists	Audiovisual excerpts of musical instruments Musical instruments Charts of musical instruments Locally available recyclable materials
3	1	Musical Instruments		By the end of the sub strand, the learner should be able to improvise body percussions to accompany signed songs	Which instruments are played by shaking?	Individually and in groups, learners are guided to improvise different percussions using locally available materials such as rhythm sticks, shakers, rattles and drums and encouraged to share them with others	Signed questions, portfolio, observation, check lists	Audiovisual excerpts of musical instruments Musical instruments Charts of musical instruments Locally available recyclable materials
4	1	Musical Instruments		By the end of the sub strand, the learner should be able to improvise percussion instruments using locally available materials	What is the role of instruments in a song?	Learners take turns playing the beat or a rhythmic pattern on improvised percussion instruments as the rest sign familiar songs, or during story signing time.	Signed questions, portfolio, observation, check lists	Audiovisual excerpts of musical instruments Musical instruments Charts of musical instruments Locally available recyclable materials
5	1	Musical Instruments		By the end of the sub strand, the learner should be able to improvise percussion accompaniment to signed songs and dances.	What is the role of instruments in a song?	Learners take turns playing the beat or a rhythmic pattern on improvised percussion instruments as the rest sign familiar songs, or during story signing time.	Signed questions, portfolio, observation, check lists	Audiovisual excerpts of musical instruments Musical instruments Charts of musical instruments Locally available recyclable materials
6	1		Dance	By the end of the sub strand the learner should be able to: identify various occasions during which dance is performed in the society	During which occasions/event s do you dance?	Learners to identify occasions during which dance is performed in the society. Learners watch relevant recordings of different dances for experience purposes and dance freely	Audio-visual excerpts of dance Audio-visual equipment Dance costumes and props. Multi-cultural musical instruments	Signed questions, portfolio, observation, check lists
7	1		Dance	By the end of the sub strand the learner should be able to develop an awareness of body parts leading to their appropriate use in dance	During which occasions/event s do you dance?	Learners to identify occasions during which dance is performed in the society. Learners watch relevant recordings of different dances for experience purposes and dance freely	Audio-visual excerpts of dance Audio-visual equipment Dance costumes and props. Multi-cultural musical instruments	Signed questions, portfolio, observation, check lists
8	1		Dance	By the end of the sub strand the learner should be able to apply body movements that are part of daily experience in a variety of ways in dance	Why do people dance? Which are some of the body movements we make every day?	Learners to identify and use different body parts/zones and to freely execute dance movement. Learners identify and use body movements that are part of daily experience (waving, matching, shoulder-shrugging, nodding, sweeping motion) in dance	Audio-visual excerpts of dance Audio-visual equipment Dance costumes and props. Multi-cultural musical instruments	Signed questions, portfolio, observation, check lists
9	1		Dance	By the end of the sub strand the learner should be able to respond to movement and vibrations/music in a variety of ways for enjoyment	Why do people dance? Which are some of the body movements we make every day?	Learners to identify and use different body parts/zones and to freely execute dance movement. Learners identify and use body movements that are part of daily experience (waving, matching, shoulder-shrugging, nodding, sweeping motion) in dance	Audio-visual excerpts of dance Audio-visual equipment Dance costumes and props. Multi-cultural musical instruments	Signed questions, portfolio, observation, check lists
10	1		Dance	By the end of the sub strand the learner should be able to apply locomotors and non-locomotors movements in creating own dance;	Which parts of the body are commonly used when dancing?	Individually and in groups learners are guided in appropriate use of time, space, energy and relationships (elements of dance) in dance performance	Audio-visual excerpts of dance Audio-visual equipment Dance costumes and props. Multi-cultural musical instruments	Signed questions, portfolio, observation, check lists
11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 1 Schemes of Work Term 2 2023

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Thursday, 26 January 2023 09:06

Music Schemes - Grade 1 Schemes of Work Term 1 2023

Week	Lesson	Strand	Sub strand	Specific learning outcome	Key inquiry question	Learning experiences	Learning resources	Assessment	Remarks
1	1	Performing	Songs	By the end of the sub strand the learner, should be able to: sign name types of songs performed for different purposes in the community; sign a variety of simple songs in unison from different cultures for enjoyment, cultural preservation, and advancement	During which activities do you sing while at home?	Learners sign name types of songs performed in the community.	Audio-visual excerpts of a variety of songs Audio visual equipment Musical instruments Music print material i.e. Music scores of songs and the Kenya National Anthem	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
2	1	Performing	Songs	By the end of the sub strand the learner, should be able to demonstrate the steady beat (pulse) by tapping/ stamping/clapping when sign singing familiar songs for beat familiarization	During which activities do you sing while at home?	Learners are guided to observe am variety of live or recorded songs and be probed to identify possible occasions of when the songs are performed	Audio-visual excerpts of a variety of songs Audio visual equipment Musical instruments Music print material i.e. Music scores of songs and the Kenya National Anthem	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
3	1	Performing	Songs	By the end of the sub strand the learner, should be able to sign verse 1 of the Kenya national anthem in English for cohesion and peaceful co-existence;	Which songs do you like singing?	Learners are guided in sign signing various types of songs e.g. story songs, lullabies, patriotic songs, action songs, sacred songs and other topical songs on pertinent and contemporary issues paying attention to accuracy in rhythm. Learners are guided in applying expressive elements of music (loud, soft, fast, slow) while sign singing different types of songs.	Audio-visual excerpts of a variety of songs Audio visual equipment Musical instruments Music print material i.e. Music scores of songs and the Kenya National Anthem	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
4	1	Performing	Songs	By the end of the sub strand the learner, should be able to state the official occasions during which the national anthem is performed for self-esteem	Why do you sing?	Learners are guided in sign signing various types of songs e.g. story songs, lullabies, patriotic songs, action songs, sacred songs and other topical songs on pertinent and contemporary issues paying attention to accuracy in rhythm. Learners are guided in applying expressive elements of music (loud, soft, fast, slow) while sign singing different types of songs.	Audio-visual excerpts of a variety of songs Audio visual equipment Musical instruments Music print material i.e. Music scores of songs and the Kenya National Anthem	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
5	1	Performing	Songs	By the end of the sub strand the learner, should be able to apply expressive elements of music through sign singing for communication	How do you feel when you sing?	Learners are guided in identifying and discussing important issues in topical and patriotic songs such as social cohesion, health etc.	Audio-visual excerpts of a variety of songs Audio visual equipment Musical instruments Music print material i.e. Music scores of songs and the Kenya National Anthem	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
6	1	Performing	Songs	By the end of the sub strand the learner, should be able to express ideas, feelings and emotions through sign singing for creativity;	What do the songs that you sing talk about? When do we sing the Kenya National anthem?	Learners are guided in identifying the beat in familiar songs by tapping, clapping and dynamics to express feelings, ideas and emotions while sign singing. In groups, learners are guided in sign singing and dramatizing of stories and action songs Individually and in groups learners are guided in sign singing verse 1 of the Kenya National anthem paying attention to accuracy in sign and, rhythm.	Audio-visual excerpts of a variety of songs Audio visual equipment Musical instruments Music print material i.e. Music scores of songs and the Kenya National Anthem	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
7	1	Performing	Songs	By the end of the sub strand the learner, should be able to appreciate and enjoy sign singing songs from diverse cultures; appreciate sign singing songs from diverse cultures for enjoyment.	What do the songs that you sing talk about? When do we sing the Kenya National anthem?	In pairs and in groups learners sign songs from diverse cultural sources	Audio-visual excerpts of a variety of songs Audio visual equipment Musical instruments Music print material i.e. Music scores of songs and the Kenya National Anthem	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
8	1	Performing	Singing Games	By the end of the sub strand the learner, should be able to: perform various signed singing games drawn from the local culture for enjoyment;	Do you sing as you play? What songs do you sing during play	Learners are guided to watch a variety of live or recorded singing games from the locality	Audio-visual excerpts singing games Audio-visual equipment Costumes and props	Signed questions, portfolio, observation, adjudication, check lists
9	1	Performing	Singing Games	By the end of the sub strand the learner, should be able to apply the aspects of sign singing, movement, props and costumes in performing signed singing games for creativity and imagination observe safety during performance of signed singing games;	Name some of the materials or objects used during play.	Learners perform age appropriate signed singing games with game aspects, movements and proper use of props and costumes observing safety	Audio-visual excerpts singing games Audio-visual equipment Costumes and props	Signed questions, portfolio, observation, adjudication, check lists
10	1	Performing	Singing Games	By the end of the sub strand the learner, should be able to practice etiquette during performance of signed singing games and share available resources equitably for integrity appreciate performing signed singing games from the local culture for enjoyment.	What roles do you like taking during play?	In groups and individually learners are guided in performing signed singing games from the local cultures	Audio-visual excerpts singing games Audio-visual equipment Costumes and props	Signed questions, portfolio, observation, adjudication, check lists

Published in Grade 1 Schemes of Work Term 1 2023

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Tuesday, 15 November 2022 11:19

Grade 6 KLB Visionary Music - Grade 6 Schemes of Work Term 1 2023

GRADE 6 KLB VISIONARY MUSIC
SCHEMES OF WORK TERM 1 2023

SCHOOL	GRADE	LEARNING AREA	TERM	YEAR
	6	MUSIC	1	2023

*Week*	*Lesson*	*Strand*	*Sub strand*	Specific learning outcomes	*Learning experiences*	*Key inquiry questions*	*Learning resources*	*Assessment*	*Remarks*
1	1	SONGS	Singing different type of songs with expressions	By the end of the sub strand, the learner should be able to: Observe the picture on learners’ book and explain what event it is Explain the type of songs that are likely to be sung in such an event Sing a song about the environment from the locality Appreciate caring for environment	Learners to Observe the picture on learners’ book and explain what event it is Learners are guided in groups to Sing a song about the environment from the locality	What is a song?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 1*	Written Quizzes Oral questions Performance
	2		Things to know singing different types of songs with expressions	By the end of the sub strand, the learner should be able to: Discuss ways of expressing mood. Perform different types of songs with expressions Have fun singing a popular song with expressions to show the mood of the song	Learners to Discuss ways of expressing mood. Learners in groups are guided to Perform different types of songs with expressions	How do you express your mood?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 2-5*	Written Quizzes Checklists Oral questions performance
	3		Appraising self and others’ performances	By the end of the sub strand, the learner should be able to: Define appraisal Identify things to observe when appraising a performance Role play appraising one another performing a patriotic song Suggest how the performance can be improved. Have fun appraising each other performance	Learners to Discuss things to observe when appraising a performance With the help of the teacher learners to role play appraising one another’s performances	What is appraisal?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 6-9*	Written Quizzes Practical’s Oral questions performance
2	1		Singing 2 and 3 -part songs in a duet and trio	By the end of the sub strand, the learner should be able to: Define a duet and trio Sing a song in pairs correctly pronouncing the words clearly Have fun singing a three-part song with expressing	Learners to define a duet Learners in groups to sing a two-part and three-part songs	What is a duet?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 10-12*	Written Quizzes Oral questions Performance
	2		Values and messages in songs	By the end of the sub strand, the learner should be able to: Identify messages in a song and explain what it says Sing a song on learner’s book titled integrity our goal Prepare a song on peace Appreciate singing songs with values and good messages	with the help of a teacher open the link on leaners book and watch and listen to a song or sing a familiar song that has a positive message	What message do get from a song?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 12-16*	Written Quizzes Checklists Oral questions performance
	3		Importance of songs	By the end of the sub strand, the learner should be able to: Discuss importance of songs Sing a marriage song and explain why it performed during a marriage ceremony List five occasions when songs are sung	Learners to Discuss importance of songs With the help of the teacher visit a music recording studio and find out what goes on there.	What is the importance of songs	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 16-18*	Written Quizzes Practical’s Oral questions performance
3	1	Kenyan folk songs	Different type of songs	By the end of the sub strand, the learner should be able to: Explain reasons why the pictures show that the performance are folk songs Observe pictures in learners’ book and discuss what songs are likely to be performed Appreciate Kenyan folk songs	Learners to be guided to Observe pictures in learners’ book and discuss type of songs likely to be performed in the pictures	What Kenyan folk song do you know?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 19*	Written Quizzes Oral questions Performance
	2		Things to know about performing different types of songs	By the end of the sub strand, the learner should be able to: Identify occasions when Kenyan folk songs are performed Explain how the occasion determines the type of folk song to be performed Discuss importance of folk songs Sing a folk song about work Have fun singing a marriage folk song	Learners to Identify occasions when Kenyan folk songs are performed Learners to sing a folk song about work	When do we perform Kenyan folk songs?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 20*	Written Quizzes Checklists Oral questions performance
	3		Role of different types of songs	By the end of the sub strand, the learner should be able to: Discuss the role of folk songs when performed in different occasions Perform a marriage song Have fun singing sacred songs	Learners to be guided by the teacher to perform different types folk songs Leaners to discuss to the role of songs when performed in different occasions	Why do people sing in funerals?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 20-21*	Written Quizzes Practical’s Oral questions performance
4	1		Performance of folk songs	By the end of the sub strand, the learner should be able to: Identify things to observe when performing folk songs Perform a Tiriki initiation song on learners’ book while using the correct diction, gestures and facial expression. Appreciate folk songs from different communities	In groups perform different types of Kenyan folk songs from different communities using proper diction ,facial expressions and gestures Learner to lead the performance of one folk song as a soloist	What factors do you consider when performing songs?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 21-24*	Written Quizzes Oral questions Performance
	2		Performing a solo folk song	By the end of the sub strand, the learner should be able to: Study the picture on leaners and discuss what is going on. Explain an occasion when a solo folk song will be suitable Role play solo performance of folk songs Have fun performing a folk song solo	Learners to be guided in groups to Study the picture on leaners and discuss what is going on. Learners to Role play solo performance of folk songs	Have you ever seen a solo performance?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 25*	Written Quizzes Checklists Oral questions performance
	3		Things to know about performing a solo folk song	By the end of the sub strand, the learner should be able to: Discuss factors to consider when performing a solo folk song Identify occasions when solo performance are most suitable Perform solo folk song with the correct costume, instrumentation ,diction and facial expression Enjoy performing a solo folk song with the correct diction for clarity of words and appropriate facial expression to bring out the feeling of the song	Learners to Identify occasions when solo performance are most suitable Learners in groups to be guided to Perform solo folk song with the correct costume, instrumentation ,diction and facial expression	What do you consider in solo folk song performance?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 25-29*	Written Quizzes Practical’s Oral questions performance
5	1		Features of a folk song	By the end of the sub strand, the learner should be able to: Discuss features of a folk song Explain how folk songs affect our feelings when we sing them Watch performance of folk songs and discuss features of folk songs from performance watched . Enjoy performing a folk song	Learners to be guided by a teacher in groups to open a link on leaners book using a n internet enabled device and watch a folk song performance from Mijikenda community	What features of folk songs do you know?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 29-31*	Written Quizzes Oral questions Performance
	2		Appreciating the importance of performing folk songs from diverse communities	By the end of the sub strand, the learner should be able to: Discuss why we should appreciate folk songs from all communities Recite words of a folk song Appreciate importance of folk songs	Learners to sing a work folk song from own community and a marriage folk song from a different community	Why should we appreciate folk song?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 32-33*	Written Quizzes Checklists Oral questions performance
	3		Information from a cultural centre or a music festival	By the end of the sub strand, the learner should be able to: Identify places where one can get information on different types of folk songs Make a write up on three types of folk songs from different communities in kenya Enjoy collecting information about different types of songs	Learners to Identify places where one can get information on different types of folk songs Learners in groups to be guided to use an internet enabled device to find information about types of folk songs	Where can you get information about folk songs?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 34-36*	Written Quizzes Practical’s Oral questions performance
6	1	Musical instruments	String instrument of Kenya	By the end of the sub strand, the learner should be able to: Draw and colour string instrument form Kisii community (obokano) Observe pictures of string instruments in learners’ book and discuss the difference Have fun observing string instruments from different communities	Learners to Draw and colour string instrument form Kisii community (obokano) Learners are guided in groups to Observe pictures of string instruments in learners’ book and discuss the difference	What is obokano?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 37*	Written Quizzes Oral questions Performance
	2		Things to know about string instruments of Kenya	By the end of the sub strand, the learner should be able to: Identify common string instruments from different communities in Kenya Use internet enabled device to observe these instruments and watch how they are used. Have fun drawing string instruments from different communities	Learners to brainstorm in small groups, common string instruments from different communities in Kenya Learners to Use internet enabled device to observe these instruments and watch how they are used.	Do you have a string instrument from your community?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 37-41*	Written Quizzes Checklists Oral questions performance
	3		Parts of a fiddle and their function	By the end of the sub strand, the learner should be able to: Define a fiddle Draw and name a Kenyan string instrument with one string Watch a video using link on learners’ book and explain the function of each part of the instrument Name parts of a fiddle and explain its function	Learners in groups to be guided to watch a video using link on learners’ book and explain the function of each part of the instrument Learners to draw fiddle instrument from any Kenyan community	What is a fiddle?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 41-45*	Written Quizzes Practical’s Oral questions performance
7	1		Care and maintenance of a string instrument	By the end of the sub strand, the learner should be able to: Observe and name instrument on leaners book Discuss what could have happened to it Explain things that should be done to avoid repetition of the problem Explain the importance of caring instrument Appreciate proper care of instruments	Learners to observe and name instrument on leaners book Learners to explain things that can be done to avoid the mistake.	What is wrong with instrument in learners’ book?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 45*	Written Quizzes Oral questions Performance
	2		Things to know about care and maintenance of a string instrument	By the end of the sub strand, the learner should be able to: Take turns to practice cleaning a string instrument Discuss importance of taking care of string instrument Describe five ways of taking care of a string instrument. Appreciate taking care of string instruments	Learners to be guided in groups to take turns to practice cleaning a string instrument Learners to describe five ways of taking care of a string instrument.	How do we take care of string instruments?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 46-48*	Written Quizzes Checklists Oral questions performance
	3		Tuning a fiddle	By the end of the sub strand, the learner should be able to: Explain what happens when the string is loosened. Discuss what happens to sound when the string is tightened Demonstrate how to tune a string instrument before playing Appreciate tuning a string instrument.	Learners to explain what happens when the string is loosened. Learners in groups to be guided to Discuss what happens to sound when the string is tightened	What happens when a string is loosened?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 48*	Written Quizzes Practical’s Oral questions performance
8	1		Skills and techniques of playing a fiddle	By the end of the sub strand, the learner should be able to: Discuss techniques and skills needed in playing a fiddle Take turns to practice the techniques of posture ,holding and bowing of fiddle Improvise a fiddle form any community in Kenya Have fun practicing posture, holding and bowing a fiddle	Learners to watch the teacher play a fiddle ,imitate the techniques of posture ,holding and bowing with an imaginary fiddle	What skill do you need to play a fiddle?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 48-51*	Written Quizzes Oral questions Performance
	2		Role of string instrument in a performance	By the end of the sub strand, the learner should be able to: Identify and explain the role of string instruments. Listen to audio recordings of folk songs accompanied by string instruments Have fun performing a folk song accompanied with string instruments	Learners to be guided in groups to perform a folk song playing a string instrument Leaners to watch video clips from the link on leaners book and listen to folk songs accompanied by string instruments	Can you accompany folk song with a string instrument?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 51-53*	Written Quizzes Checklists Oral questions performance
	3		Making a fiddle	By the end of the sub strand, the learner should be able to: Identify materials used in making a fiddle Assemble instruments used to make a fiddle Have fun collecting materials used in making a fiddle	Learners to identify materials used in making a fiddle Learners in groups to be guide to assemble instruments used to make a fiddle	What do we need to make a fiddle?	Flash cards Sample recorded Songs Musical instruments Digital devices Charts *Grade 6 KLB visionary Music Learners book page 53-54*	Written Quizzes Practical’s Oral questions performance
9	1		Safety measures	By the end of the sub strand, the learner should be able to: Identify safety measures observed when making a fiddle Identify steps and processes followed when preparing a fiddle Make a fiddle by following the steps and procedure highlighted Enjoy making a fiddle	Learners to identify safety measures observed when making a fiddle Learners are guided in groups to Make a fiddle by following the steps and procedure highlighted in learners’ book	What are the steps followed when making a fiddle?	Flash cards Musical instruments Sample recorded Songs Digital devices *Grade 6 KLB visionary Music Learners book page 54-55*	Written Quizzes Oral questions Performance
	2		Playing in an instrumental group	By the end of the sub strand, the learner should be able to: Choose an instrument of choice and play accompanying a folk song in a group Discuss reasons for the choice of instrument. Have fun practicing playing the chosen instrument	Learners to decide as a group the tunes to play on the wind and string instruments and the rhythms to play on the percussion instruments.	Which string instrument can you play?	Flash cards Sample recorded Songs Musical instruments Digital devices *Grade 6 KLB visionary Music Learners book page 55*	Written Quizzes Checklists Oral questions performance
	3	REVISION
10	END TERM ASSESSMENT

Published in Grade 6 Schemes of Work Term 1 2023

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Tuesday, 15 November 2022 08:02

Music Activities - Grade 5 Schemes of Work Term 2 2023

MUSIC ACTIVITIES

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: Apply the right instrument in performing a given folk song perform folk songs drawn from diverse communities in a group 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 Project: Portfolio Progress reports
3	1		Kenyan Indigenous Instruments -Wind Instruments	By the end of the sub strand, the learner should be able to: name different wind instruments used by various indigenous communities in Kenya identify parts of a wind instrument and their role Appreciate the role of a wind instrument in music making.	What are wind instruments? How do wind instruments produce sound? Which materials can be used in making wind instruments? 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 Project: Portfolio Progress reports
4	1		Kenyan Indigenous Musical Instruments - Wind Instruments	By the end of the sub strand, the learner should be able to: name different wind instruments used by various indigenous communities in Kenya identify parts of a wind instrument and their role Appreciate the role of a wind instrument in music making.	What are wind instruments? 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 Portfolio Aural Tests Progress reports
5	1		Kenyan Indigenous Musical Instruments - Wind Instruments	By the end of the sub strand, the learner should be able to: name different wind instruments used by various indigenous communities in Kenya identify parts of a wind instrument and their role Appreciate the role of a wind instrument in music making.	What are wind instruments? How do wind instruments produce sound? Which materials can be used in making wind instruments? 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 Portfolio Aural Tests Progress reports
6	1		Making a wind Instrument	By the end of the sub strand, the learner should be able to: name different wind instruments used by various indigenous communities in Kenya identify parts of a wind instrument and their role Appreciate the role of a wind instrument in music making.	What are wind instruments? How do wind instruments produce sound? Which materials can be used in making wind instruments? 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 Portfolio Aural Tests Progress reports
7	1		Western Musical Instruments - Descant Recorder	By the end of the sub strand, the learner should be able to: play notes B A G C D on the descant recorder play a melody built on the notes B A G C D on the descant recorder Appreciate playing melodies using the descant recorder.	How are different pitches produced on a descant recorder? 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 Portfolio Aural Tests Progress reports
8	1		Western Musical Instruments- Descant Recorder	By the end of the sub strand, the learner should be able to: play notes B A G C D on the descant recorder play a melody built on the notes B A G C D on the descant recorder Appreciate playing melodies using the descant recorder.	How are different pitches produced on a descant recorder? 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 Portfolio Aural Tests Progress reports
9	1		Western Musical Instruments - Descant Recorder	By the end of the sub strand, the learner should be able to: play notes B A G C D on the descant recorder play a melody built on the notes B A G C D on the descant recorder Appreciate playing melodies using the descant recorder.	How are different pitches produced on a descant recorder? 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 Portfolio Aural Tests 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: discuss the roles of participants in a folk dance Discuss the roles of costumes, ornaments and body adornment in a folk dance. appreciate the role of participants, costumes, body adornment, ornaments in a folk dance	What is the role of costumes, body adornment and ornaments in a dance? What is the role of different participants in a dance? 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	Observation checklist 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: discuss the roles of participants in a folk dance Discuss the roles of costumes, ornaments and body adornment in a folk dance. appreciate the role of participants, costumes, body adornment, ornaments in a folk dance	What is the role of costumes, body adornment and ornaments in a dance? What is the role of different participants in a dance? 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	Observation checklist Portfolio

Published in Grade 5 Schemes of Work Term 2 2023

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Displaying items by tag: Music