CREATIVE ARTS AND SPORTS JS RETOOLING 2024 final (5).pptx

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1. RETOOLINGOF JS TEACHER MAY 2024

2. KWL 1. What do you know about Creative Arts and Sports? 2. What would you like to know?

3. Activity Go to https://kicd.ac.ke/ to access the rationalized curriculum design of Creative Arts and Sports

4. INTRODUCTION TO CREATIVE ARTS AND SPORTS

5. ESSENCE STATEMENT Multidisciplinary Curriculum: The Creative Arts and Sports Curriculum integrates skills in Sports, Visual Arts(Art and Craft), Music, and Theatre aligned with National Goals of E ducational and supported by relevant educational theories and policy documents. Ultimate Importance: this curriculum aims at identifying, naturing and utilizing talent to optimum actualization (financial, health, social and physical benefits) Pedagogical Approaches and ICT Integration: This curriculum highlights the organization of learning strands and unique pedagogical approaches, emphasizing the integration of Information and Communication Technology (ICT) to enhance the learning process and digital proficiency. Entrepreneurship and Career Preparation: Entrepreneurship elements are embedded in the curriculum to prepare learners for potential careers in the creative and sports industries, addressing contemporary educational needs, as well as aligning with the needs of the country.

6. ORGANIZATION OF STRANDS AND SUB STRANDS STRANDS SUB STRANDS 1.0 Foundations of Creative Arts and Sports 1.1. Roles of Creative Arts and Sports 1.2. Components of Creative Arts and Sports 2.0 Creating and Performing in Creative Arts and Sports 2.1 Picture Making 2.7. Descant Recorder 2.2 Rhythm 2.8 Verse 2.3 Athletics and Montage 2.9 Volleyball 2.4 Melody 2.10 Kenyan Folk Dance 2.5 Netball 2.11 Indigenous Kenyan craft - Basketry 2.6 Fabric Decoration OPTIONAL (Do One) 2.12.1 Swimming (Optional) OR 2.12.2 Kenyan Indigenous Game (Optional) 3.0 Appreciation in Creative Arts and Sports 3.1 Analysis of Creative Arts and Sports

7. Time allocation and Skill Development Time Guideline: The specified time allocation for each sub strand in the Creative Arts and Sports curriculum is a guideline. Teachers have the discretion to adjust and customize this allocation to suit their unique teaching context , but still ensuring enough experiences have been provided to aid acquisition of the target concept. Weekly Skill Integration: Ensure that at least one skill in music, one skill in art and craft, and one skill in sports are taught each week. This approach guarantees comprehensive exposure and balanced development in all areas of the curriculum. Scheming and Lesson Planning: Scheme and plan lessons to incorporate a weekly rotation of skills. See sample provided Maintain consistency in the weekly schedule to build and reinforce skills effectively.

8. Learning Outcomes Learning outcomes are made up of three components: 1. An Action Verb This is the word that clearly identifies an observable action, skill, behavior or task to be performed by the learner. 2. Object/ Content/Topic Phrase A phrase that describes the topic and content to be learnt. 3. Context and/or Condition Phrase This is a phrase that explains the conditions under which learners are able to perform the designated tasks

9. Learning Outcomes… Cont ’ Note : The specific learning outcomes should cover k nowledge, skill or attitude domains.   EXAMPLE FROM THE CURRICULUM DESIGN Strand: 2.0 Creating and Performing Sub Strand: 2.4 Melody Specific Learning Outcomes By the end of the sub strand, the learner should be able to: describe methods of creating a melody, compose a 2-bar answering phrase to a given 2-bar opening phrase, compose a 4-bar melody in G Major, perform simple pieces of music in G Major, value the use of melody in Creative Arts and Sports.

10. Learning Outcomes… Cont ’ Domain Action Verb Object/Content/Topic phrase Context and/or Condition Knowledge Describe methods of creating a melody   Skill Compose a 2-bar answering phrase to a given 2-bar opening phrase Skill Compose a 4-bar melody in G major Attitude Value the use of melody in Creative Arts and Sports

11. Breaking down SLOs to teachable units How to formulate lesson learning outcomes In formulating these learning outcomes, the teacher should: Check the number of lessons assigned to the sub strand. For Example: Content in the Strand: 2.0 Creating and Performing Sub Strand: 2.4 Melody above is to be covered in 10 lessons. Re-read the outcomes and suggested learning activities to identify the content to be covered in each learning outcome in the sub strand. Break down the content to be covered into teachable units for the required number of lessons. We can, for example assign each or the above learning outcomes to one lesson. Formulate specific learning outcomes for content in one lesson (one sub strand specific learning outcome), ensuring that the outcomes contain a verb , object and context .

12. Breaking down SLOs to teachable units LEARNING OUTCOME POSSIBLE TEACHABLE UNITS 1. Describe methods of creating a melody.   Methods of composing melody. (1 lessons) For Example: Add an answering phrase to an existing question phrase Change of rhythm of an existing melody Change of pitch of an existing melody Change of text of an existing song Create original melody   Compose a 2-bar answering phrase to a given 2-bar opening phrase.   Question and answer phrases in a melody ( 3 lessons) Extending a melody using exact repetition, Extending the melody using varied repetition in terms of rhythm Extending the melody using varied repetition in terms of pitch   Compose a 4-bar melody in G Major.   4-bar melodies in G Major and time. (2 lessons) Create an original 4 bar melody Consider intervals not exceeding a perfect 4th Add phrase marks   Perform simple pieces of music in G Major.   (4 lessons) 1. Sight read the melodies composed using voice 2. Sight read on a descant recorder or any other Western instrument, 3. Sing or play melodies composed by self or others  

13. Administrative Details School Sure Junior School Date 23/5/2024 Learning Area Creative Arts and Sports Time 8.00-8.40 am Year 2024 Grade 8 Term 2 Roll Boys:20 Girls:20 Teacher’s Details Name: Mwalimu Wetu TSC No: 00001 Gender: Female   Strand: 2.0 Creating and Performing Sub Strand: 2.4 Melody Lesson Learning Outcomes: By the end of the lesson the learner should be able to: identify methods of creating a melody in music, compose a 2-bar answering phrase to a given 2-bar opening phrase, enjoy performing music created by self and others.   Key Inquiry Question(s) How can a melody be extended to make it interesting?   Learning Resources: Digital devices Sheet Music Pitching Instrument/ device Music manuscript book Learner’s book *** Page ***

14. Organization of Learning: The lesson will be conducted in the classroom. Learners will participate individually, in groups and as a whole class. Introduction The learner listens to a variety of tunes to familiarise with methods of creating a melody. Lesson Development: Step 1 The learner to sing familiar tunes using tonic sol-fa and describe the methods used in extending a melody The learner to listen to or sing familiar tunes in time and melodic phrases with exact repetition, Citizenship demonstrated as the learner sings songs and pieces of music from local and international spaces in exploring methods of extending a melody. Step 2 The learner to improvise a 2-bar answering phrases to given opening phrases in time, using exact repetition The learner to write a 2-bar answering phrase to a give phrase using exact repetition, The learner to sight reading created melodies by self and others Value of Integrity is demonstrated as the learner upholds integrity by creating original answering phrases, respecting others’ intellectual property, and acknowledging influences on their compositions Step 3 The learner to perform created melodies before the class for critiquing. Value of Respect as the learner use polite language to critique peers performances Competency of Self-Efficacy is demonstrated as the learner gains confidence to the perform melodies before the class Extended Activity Write answering phrases to exercises given in the learner’s book ****Page *** Conclusion: Sing a familiar tune for enjoyment. Reflection on the lesson Learners actively engaged with the material and demonstrated a strong understanding of melody creation and extension. Their ability to critique peers respectfully and uphold integrity in their compositions was particularly noteworthy. However, some learners struggled with improvisation and sight-reading, indicating a need for additional practice in these areas to build their confidence and proficiency.

15. Pedagogy in relation with the SLE Experiential Approach This is the process of learning by doing. Learners are engaged in hands-on experiences and reflection. The area has experiences that majorly engage the learner in creating, performing and execution or practise of skills. The last experience after skill is learnt, learners reflect on their work to gain insights and appreciation. Example of suggested learning experiences use coil technique to make simple items such as a mat or tray, collaboratively, take a role in performing a group folk dance before an audience, apply skills learnt to play a mini Volleyball game while giving each other feedback .

16. Pedagogy in relation with the SLE… Cont ’ 2. Collaborative and C ooperative Approach It involves pupils working together on activities or learning tasks in a group size that ensure everyone participates . Learners in the group may work on separate tasks contributing to a common overall outcome, or work together on a shared task. Examples of Suggested Learning Experiences collaboratively, take a role in performing a group folk dance before an audience, collaboratively play a mini Netball game applying; overhead and chest passes, display and critique own and peers’ montages

17. Pedagogy in relation with the SLE… Cont ’ 3. Project-based approach It is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex task. Teachers can use projects for learning as well as in assessment. These are activities are continuous beyond classroom hours Examples of Suggested Learning Experiences compose a verse to address an issue in society, experiences in a journal. recite the verse, as a solo performer or member of a group, before an audience , visit to take photographs inspired by the environment to showcase beautiful scenes in our country (Kenya) focusing on; varied scene and viewpoints.

18. Significance of Key Inquiry Questions in the Context of Creative Arts and Sports

19. Key Inquiry Questions   Examine the KIQ. ​ Why is it important to decorate props to be used for performance? ​ What lesson specific KIQs for a lesson  can a teacher generate from this KIQ?  ​ Examples:  ​ How does decoration of props influence the audience's understanding and enjoyment of a performance? ​ Why do different types of props require varying levels of decoration? ​ How can the design and decoration of props contribute to the overall atmosphere and message of a performance?

20. Plug in points for Competencies, Values, and PCIs in Creative Arts and Sports Lessons Skill Development Creative Expression Collaboration Problem solving Self-Reflection  Presentation and Performance​

21.   Core competencies, Values and PCIs  Examples of activities that develop competencies and mainstream values and PCIs in the Creative Activities and Sports Curriculum.​ Pertinent and Contemporary Issues :  Health promotion issues:  the learner gains physical fitness through performance and  practise  in Netball for prevention of lifestyle diseases.​ Core competency :  Learning to Learn:  the learner analyses tie and dye and batik as resist technique in decorating a fabric as observed.​ Value: Respect : the learner demonstrates respect for the diverse cultural expressions within Kenyan communities fostering an appreciation for the richness of cultural heritage and encourages tolerance.

22. Learning Resources Overview: Learning resources for Creative Arts and Sports at Grade 8 should encompass a range of tools, materials, and equipment that foster creativity, physical fitness, and skill development. These resources should be versatile, safe, and promote sustainability through improvisation, recycling, and upcycling. U sing locally available resources, improvisation, recycling, and upcycling can enhance the teaching and learning experience. Multiple use of resources should be encouraged. The Products of Art & Craft like ornaments, can be used as learning resources in other activities e.g. in performance of dance, verse etc.

23. Learning Resources … Cont ’ Approaches : Understanding Learners Needs: Assess learner s' interests, abilities, and learning styles to tailor resources accordingly. Incorporate culturally relevant content to enhance engagement and relevance. Planning and Organization: Develop a comprehensive plan for resource utilization aligned with curriculum outcomes. Maintain an organized inventory of resources to ensure accessibility and efficiency.

24. Learning Resources … Cont ’ Strategies for Utilizing Learning Resources Integration Across Disciplines: Identify opportunities to integrate Creative Arts and Sports into other subject areas, fostering interdisciplinary learning. Collaborate with colleagues to develop cross-curricular projects and activities. Differentiated Instruction: Adapt resources and activities to accommodate diverse learner needs, including students with disabilities or varying skill levels. Provide multiple avenues for learner participation and expression. Learner Engagement: Utilize hands-on activities, interactive technologies, and real-world applications to enhance learner engagement. Encourage student autonomy and ownership by involving them in resource selection and project planning.

25. Learning Resources … Cont ’ E xamples : Integration of Local Culture and Resources: Music and Dance: Use traditional instruments and local dance forms to teach cultural heritage and musical skills. Theatre: Incorporate local folklore and contemporary issues in scripts and performances. Art and Craft: Employ traditional crafts such as beadwork and weaving using local materials. Improvisation Techniques: Music: Create simple instruments from everyday items, such as shakers from plastic bottles filled with sand or beans. Athletics: Use old tires for obstacle courses and hurdles made from PVC pipes. Art: Utilize recycled materials like bottle caps and old magazines for art projects .

26. Learning Resources … Cont ’ Promoting Sustainability and Inclusivity Sustainability Practices: Incorporate recycling, upcycling, and environmentally friendly materials into projects to promote sustainability. Educate learners about the importance of environmental conservation through hands-on activities. Inclusivity Measures: Ensure all learning resources are accessible to learners with diverse needs, including physical, cognitive, and cultural differences. Foster a supportive and inclusive learning environment where every student feels valued and respected.

27. Learning Resources … Cont ’ E xamples : Recycling and Upcycling: Art and Craft: Make sculptures, collages, and practical items from recycled materials (e.g., pencil holders from cans, jewelry from bottle caps). Theatre: Design costumes and props using old clothes, fabric scraps, and other recycled materials. Sports: Create training equipment such as agility ladders from old ropes and cones from recycled plastic containers. Community Engagement and Collaboration: Workshops and Performances: Invite local artists, musicians, dancers, and athletes to conduct workshops and share their expertise. Resource Sharing: Collaborate with local schools, community centers, and sports clubs to share resources and facilities. Local Competitions and Exhibitions: Organize events that involve the local community, such as sports tournaments, art exhibitions, and theatre performances.

28. Formative assessment tools Observation schedules , Rubrics, oral/aural tests, Checklist, Portfolios, Project, Written tests, Profiles, Journals, Anecdotes

29. Assessment in Creative Arts and Sports Formative assessment for Creative Arts and Sports Carried out by the teacher regularly during learning. Done after the learners have been exposed to learning experiences of a given skill. Provides feedback that informs instruction by shedding light on: The ability of the learner areas that require improvement effectiveness of the learning experiences and resources Learners could be actively involved in assessment by giving them opportunities to conduct Self and peer-assessment

30. Example of a Performance T ask Learning area: Creative Arts and Sports Strand: Creating and Performing Sub strand: Netball Specific Learning outcome: By the of the sub strand, the learner should be able to perform overhead pass in netball Standard: The learner can Perform overhead pass in netball

31. Rubric for rating the learner’s performance Criteria Exceeding Expectation Meeting Expectation Approaching Expectation Below Expectation Ability to perform Overhead pass in Netball Stance Grip Carriage Follow through The Learner Demonstrates all the four skills of performing the overhead pass The Learner Demonstrates three out of four skills of performing the overhead pass The Learner Demonstrates two out of four skills of performing the overhead pass The Learner Demonstrates one or none of the skills of performing the overhead pass

32. Observation checklist S NO Indicators Description Demonstrated Not Demonstrated Remarks 1 Stance Legs comfortably apart with one leg slightly ahead of the other. Hips, and shoulders square to the direction of the ball.       2 Grip Holding the netball with a two-handed grip above the head with thumbs and forefinger forming a 'W' shape behind the ball.         3 Carriage Push the ball with the two hands from behind the head       4 Follow through Stepping forward with the dominant foot, transferring your weight forward and raising the heel of the back, non-stepping foot to elevate the momentum behind the pass       Total indicators demonstrated      

33. Strategies for Implementation Non Formal Activities …CONT Community Engagement Inviting Experts: Collaborate with local artists, musicians, athletes, and theatre professionals to conduct workshops and masterclasses. This provides students with exposure to real-world experiences and expert guidance. Field Trips: Organize visits to art galleries, theatres, sports events, and music concerts. These trips can inspire students and provide practical insights into the creative and sports industries. Competitions and Festivals School Competitions: Host intra-school competitions in music, drama, sports, and art to encourage student participation and showcase their talents. Inter-School Festivals: Participate in local and national festivals and competitions. This can motivate students to excel and provide them with a platform to compare their skills with peers from other schools.

34. Using Non-Formal Activities to Enhance Learning Overview Non-formal activities provide students with practical experiences and opportunities to apply their knowledge outside the traditional classroom setting. These activities enhance learning, foster creativity, and help develop essential skills in music, athletics, ball games, theatre, and art and craft. Strategies for Implementation 1. Co- curricular Clubs and Societies Creative Arts and Sports Club: Establish a club that encompasses all aspects of creative arts and sports. This club can organize various events, projects, and competitions related to music, theatre, athletics, and art and craft. After-School Programs: Offer after-school programs where students can engage in focused practice sessions, workshops, and rehearsals for music, sports, theatre, and art activities.

35. Strategies for Implementation Non Formal Activities… CONT’ Community Performances and Exhibitions Public Performances: Arrange for students to perform music, theatre, and dance in community centres, local events, and school functions. This helps in building confidence and public speaking skills. Art Exhibitions: Organize exhibitions to display students' artworks and crafts. This can be done within the school or in collaboration with local galleries or community centers . Integration of Technology Digital Platforms: Use digital tools and platforms to facilitate learning and practice. For example, students can use online tutorials for music, virtual art galleries, and sports analytics software. ICT Projects: Encourage students to create digital art, compose music using software, or analyse their sports performance using apps. Integrating ICT can make learning more interactive and engaging.

36. Strategies for Implementation Non Formal Activities…CONT ’ Cross-Disciplinary Projects Integrated Projects: Develop projects that combine multiple disciplines. For example, students can create a theatre production that involves music composition, set design (art and craft), and physical performance (athletics). Collaborative Learning: Foster collaboration among students from different skill areas. For instance, a sports event can be enhanced with a student-designed logo, promotional materials, and a musical performance during the opening ceremony. Entrepreneurship and Career Guidance Craft Fairs and Market Days: Organize events where students can sell their handmade crafts, artworks, and other creations. This introduces them to basic entrepreneurial skills and the concept of monetizing their talents. Career Talks: Invite professionals from the creative arts and sports industries to talk about potential career paths, the skills required, and the opportunities available in these fields.

37. Attached documents Sample Schemes of Work Sample Lesson Plan