Displaying items by tag: Music

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

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:

  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

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

  • 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
 
KIE, Foundation Music, Folk Music of Kenya, Music of Africa, Teacher's Repertoire and KNEC Music syllabus Form 1 Music Schemes of work Term 3 2020/2021
WEEK LESSON TOPIC SUB-TOPI OBJECTIVES ACTIVITIES RESOURCES REFERENCES REMARKS
1 1-5 REPORTING TO SCHOOL AND CAT 1 EXAMS
2 1-2 THEORY Triads By the end of the lesson, the learner should be able to:
Name triads of a major scale
Discussion
Taking notes
Text books
Board
Foundation Music book 1
KIE Book 1
 
3 HISTORY:
African
Role of rhythmic instruments  State the role of rhythmic instruments in an ensemble Discussion
Taking notes
Text books

Folk music of Kenya
Music of Africa
 
4-5 PRACTICALS African vocal Sing solo-response folk songs Singing Teacher's collection Teacher's repertoire  
3 1-2 THEORY Triads Construct primary triads without key signatures Construction if triads
Discussions
Text books
Board
Foundation Music book 1
KIE Book 1
 
3 AURALS Melodies in simple time Write melodies played in simple time on the staff Writing melodies Cassette Teacher's repertoire  
4-5 HISTORY: Western Analysis Analyze music pieces Analyzing music Music scores Teacher's repertoire  
4 1-2 THEORY Rhythm: Time signature and bar lines Group notes accordingly to the time signature
Insert bar lines to given rhythms
Discussion Text books
Board
Foundation Music book 1
KIE Book 1
 
3 HISTORY:
African
Inter-relationships of members of the ensemble State the relationship of the instruments in an ensemble Discussion
Note making
Text books Folk music of Kenya
Music of Africa
 
4-5 AURALS Melodic intervals Describe intervals heard by ear Identify and describe intervals Piano
Cassette
Teacher's repertoire  
5 1-2 THEORY Construction of scales Construct scales with and without key signature Construction of scales Text books
Board
Foundation Music book 1
KIE Book 1
 
3 AURALS Melodic intervals Describe intervals heard by ear Describe intervals Cassette Teacher's repertoire  
4-5 HISTORY:
Western
Melodic and renaissance Compare and contrast medieval music and renaissance music Discussion
Taking notes
Text books
Board
Foundation Music book 1
Music an Appreciation
 
6 1-2 THEORY: Rhythm Note values rests Identify note values and their correspondent rests Clapping
Discussion
Text books
Board
Foundation Music book 1

 
3 HISTORY:  African  Dances Perform dances form different communities in Kenya Singing
Dancing
Teacher's collection Teacher's repertoire  
4-5 THEORY Major scales Construct the scales of C and G Construct scales
Discussion
Note making
Text books
Board
Foundation Music book 1
KIE Book 1
 
7 1-2 THEORY Scales of D and A major Construct the scales of D and A major. Construct scales
Discussion
Note making
Text books
Board
Foundation Music book 1
KIE Book 1
 
3 HISTORY:  African  Dances   Perform dances from different communities in Kenya Singing
Dancing
Teacher's collection Teacher's repertoire  
4-5 THEORY Scales Construct the scales F, Bb and Eb with key signatures Construct scales
Note taking
Text books
Board
Foundation Music book 1
KIE Book 1
 
8   REVISION AND END OF TERM 3 EXAMINATIONS