Music Activities - Grade 5 Schemes of Work Term 1 2023

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GRADE FIVE MUSIC ACTIVITIES.
SCHEMES OF WORK TERM 1 2023

WK LSN Strand Sub strand Specific learning outcomes Key inquiry Questions Learning experiences learning resources assessment method refl
1                  
2 1 PERFORMING Songs : Types of songs

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

  1.  sing different types of songs with expressions to convey the mood of the piece
  2. state the reason why people sing
  3. appreciate the importance of using appropriate expressions in singing 
  1. Why do people express themselves as they sing?
  2. Why are songs performed during different occasions?
  3. What entails good singing?
  4. What is part singing?
  5. Why is the East African Community Anthem important?
  • In groups learners discuss the words in songs and how to express the mood portrayed by the words in performing the songs.
  • individually and in groups learners practice singing different types of songs (Religious, patriotic, topical and appropriate popular songs) with proper diction and appropriate tone quality, facial expressions and gestures to convey the mood of the piece. 
  • Audio/visual
  • recordings of folk
  • songs
  • Recording devices
  • Musical instruments to accompany the folk
  • songs 
  • Observation checklists
  • Project:
  • Portfolio
  • Progress reports
 
3 1   Songs : Types of songs

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

  1. sing different types of songs with expressions to convey the mood of the piece
  2.  state the reason why people sing
  3. appreciate the importance of using appropriate expressions in singing
  1. Why do people express themselves as they sing?
  2. Why are songs performed during different occasions?
  3. What entails good singing?
  4. What is part singing?
  5. Why is the East African Community Anthem important? 
  • In groups learners discuss the words in songs and how to express the mood portrayed by the words in performing the songs.
  • Individually and in groups learners practice singing different types of songs (Religious, patriotic, topical and appropriate popular songs) with proper diction and appropriate tone quality, facial expressions and gestures to convey the mood of the piece.
  • Audio/visual
  • recordings of fol
  • songs
  • Recording devices
  • Musical instruments to accompany the folk
  • songs 
  • Observation checklists
  • Project:
  • Portfolio
  • Progress reports
 
4 1   Songs : East African community anthem 

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

  1. sing the East African Community Anthem in unison Learners practice singing the East African Anthem in Kiswahili with accuracy in tune, proper diction and clear articulation of words. 
  2. State the meaning of singing in unison
  3. appreciate the importance of using appropriate expressions in singing 
  1. Why do people express themselves as they sing?
  2. Why are songs performed during different occasions?
  3. What entails good singing?
  4. What is part singing?
  5. Why is the East African Community Anthem important? 
  • In groups , learners discuss the meaning of the words of the East African Community Anthem and the values learnt from the anthem.
  • Audio/visual
  • recordings of folk
  • songs
  • Recording devices
  • Musical instruments to accompany the folk
  • songs 
  • Observation checklists
  • Project:
  • Portfolio
  • Progress reports
 
5 1   Songs : Part singing- three part song 

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

  1. define the term part singing
  2. sing in a three-part song for perception of harmony and enjoyment
  3. appreciate the importance of using appropriate expressions in singing 
  1. Why do people express themselves as they sing?
  2. Why are songs performed during different occasions?
  3. What entails good singing?
  4. What is part singing?
  5. Why is the East African Community Anthem important? 
  • In groups (choral) learners are guided to practice singing three-part songs (Soprano 1, Soprano2 and Alto or Soprano, Alto and Tenor) with accuracy in tune, words and keeping to their part.
  • In groups, learners use digital devices to listen and learn different types of songs (patriotic, wedding and topical songs on various issues affecting the society).
  • Individually and in groups, learners present the songs learnt for peer review and discussion on the messages of the songs. 
  • Audio/visual
  • recordings of folk
  • songs
  • Recording devices
  • Musical instruments to accompany the folk
  • songs
  •  Observation checklists
  • Project:
  • Portfolio
  • Progress reports
 
6 1   Songs : Part singing- three part song 

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

  1. define the term part singing
  2. sing in a three-part song for perception of harmony and enjoyment
  3. appreciate the importance of using appropriate expressions in singing 
  1. Why do people express themselves as they sing?
  2. Why are songs performed during different occasions?
  3. What entails good singing?
  4. What is part singing?
  5. Why is the East African Community Anthem important? 
  • In groups (choral) learners are guided to practice singing three-part songs (Soprano 1, Soprano2 and Alto or Soprano, Alto and Tenor) with accuracy in tune, words and keeping to their part.
  • In groups learners use digital devices to listen and learn different types of songs (patriotic, wedding and topical songs on various issues affecting the society).
  • Individually and in groups, learners present the songs learnt for peer review and discussion on the messages of the songs. 
  •  Audio/visual
  • recordings of folk
  • songs
  • Recording devices
  • Musical instruments to accompany the folk
  • songs 
  • Observation checklists
  • Project:
  • Portfolio
  • Progress reports
 
7 1   Kenyan folk songs
: Aspects of a folk song- Message 

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

  1. discuss aspects of a folk song
  2. list the messages in a folk song
  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?
  • Learners watch live or recorded performances of folk songs from diverse communities in Kenya.
  • In groups learners discuss different aspects (message, instrumentation, participants and occasion) in the folk songs respecting each other’s’ opinion
  • In groups learners perform folk songs taking different roles guided by the teacher/resource person. 
  • Audio/visual
  • recordings of folk songs
  • Recording devices
  • Musical instruments to accompany the folk
  • songs
  • Resource persons 
  • Observation checklists
  • Project:
  • Portfolio
  • Progress reports
 
8 1   Kenyan folk songs
: Aspects of a folk song- Instrumentation 

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

  1. discuss aspects of a folk song
  2. State the instruments used in a folk song
  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? 
  • Learners watch live or recorded performances of folk songs from diverse communities in Kenya.
  • In groups learners discuss different aspects (message, instrumentation, participants and occasion) in the folk songs respecting each other’s’ opinion
  • In groups learners perform folk songs taking different roles guided by the teacher/resource person. 
  • Audio/visual
  • recordings of folk songs
  • Recording devices
  • Musical instruments to accompany the folk
  • songs
  • Resource persons 
  • Observation checklists
  • Project:
  • Portfolio
  • Progress reports
 
9 1   Kenyan folk songs
: Aspects of a folk song- Participants 

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

  1.  discuss aspects of a folk song
  2. Name the participants in a folk song
  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?
  • Learners watch live or recorded performances of folk songs from diverse communities in Kenya.
  • In groups learners discuss different aspects (message, instrumentation, participants and occasion) in the folk songs respecting each other’s’ opinio
  • In groups learners perform folk songs taking different roles guided by the teacher/resource person.
  • Audio/visual
  • recordings of folk songs
  • Recording devices
  • Musical instruments to accompany the folk
  • songs
  • Resource persons
 
  • Observation checklists
  • Project:
  • Portfolio
  • Progress reports
 
10 1    Kenyan folk songs
: Aspects of a folk song- Occasions 

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

  1. discuss aspects of a folk song
  2. Mention occasions when folk songs are performed
  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? 
  • Learners to watch live or recorded performances of folk songs from diverse communities in Kenya.
  • In groups learners discuss different aspects (message, instrumentation, participants and occasion) in the folk songs respecting each other’s’ opinion
  • In groups learners perform folk songs taking different roles guided by the teacher/resource person.
  • Audio/visual
  • recordings of folk songs
  • Recording devices
  • Musical instruments to accompany
    the folk
  • songs
  • Resource persons
  • Observation checklists
  • Project:
  • Portfolio
  • Progress eports
 
Read 384 times Last modified on Monday, 21 November 2022 13:39

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