Grade 10 Music and Dance Term 1 Scheme of Work
music_and_dance • Grade 10
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📘 Preview: Week 1 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Performing | 2.1 Kenyan Folk Songs | Describe the general characteristics of Kenyan folk songs, Identify the role of folk songs in Kenyan culture, Recognize the diversity of folk songs across different Kenyan communities | 1. Prior Knowledge (2 mins): Ask learners to share their prior knowledge about Kenyan folk songs. 2. Explore (15 mins): Listen to or watch performances of Kenyan folk songs and discuss the characteristics. 3. Explain (8 mins): Introduce key terms related to Kenyan folk songs. 4. Elaborate (10 mins): Learners discuss in groups the significance of folk songs in Kenyan culture. 5. Evaluate (5 mins): Learners reflect on what they have learned. | What are the common characteristics of Kenyan folk songs?, How do folk songs reflect the diversity of Kenyan culture?, What role do folk songs play in preserving Kenyan heritage? | Access to audio or video recordings of Kenyan folk songs, Whiteboard and markers | Competency-based assessment using a peer feedback checklist focusing on communication and collaboration skills | — |
| 1 | 2 | Performing | 2.1 Kenyan Folk Songs | Learners can describe the characteristics of Kenyan folk songs, learners can listen critically to Kenyan folk songs and identify their characteristics, learners can appreciate listening to and performing folk songs from different social cultural groups in Kenya. | 1. Prior Knowledge (2 mins): Ask learners to share their prior knowledge about Kenyan folk songs. 2. Explore (15 mins): Listen to or watch performances of Kenyan folk songs and discuss the characteristics. 3. Explain (5 mins): Discuss the key characteristics of Kenyan folk songs. 4. Elaborate (10 mins): Learners will create a list of characteristics of Kenyan folk songs in groups. 5. Evaluate (8 mins): Learners will share their lists and discuss any similarities or differences. | What are the characteristics of Kenyan folk songs? How do Kenyan folk songs reflect the culture of different communities in Kenya? What role do folk songs play in preserving Kenyan culture? | Audio recordings of Kenyan folk songs, laptops or tablets with internet access, headphones, paper and pens for note-taking. | Competency-based strategy: Learners will be assessed on their ability to describe the characteristics of Kenyan folk songs and listen critically to Kenyan folk songs and identify their characteristics. Success criteria: Learners will be able to identify at least 3 characteristics of Kenyan folk songs. | — |
| 1 | 3 | Performing | 2.1 Kenyan Folk Songs | The learner identifies the characteristics of Kenyan folk songs. The learner appreciates the cultural significance of Kenyan folk songs. The learner recognizes the importance of preserving Kenyan cultural heritage. | 1. Prior Knowledge (2 mins): Ask learners to share their prior knowledge about Kenyan folk songs. 2. Explore (15 mins): Listen to or watch performances of Kenyan folk songs and discuss the characteristics. 3. Explain (8 mins): Provide examples of Kenyan folk songs and highlight their characteristics. 4. Elaborate (10 mins): Ask learners to think critically about the characteristics of Kenyan folk songs and how they contribute to the country's cultural heritage. 5. Evaluate (5 mins): Have learners reflect on what they have learned and how they can apply it in their own lives. | What are some common characteristics of Kenyan folk songs? How do Kenyan folk songs reflect the country's cultural heritage? What role do Kenyan folk songs play in preserving the country's cultural identity? | Audio recordings of traditional Kenyan folk songs Videos of performances of Kenyan folk songs Printed copies of lyrics and sheet music of Kenyan folk songs | Competency-based strategy: Learners will be assessed on their ability to identify and describe the characteristics of Kenyan folk songs. Success criteria: Learners will be able to provide examples of Kenyan folk songs and explain their cultural significance. | — |
| 1 | 4 | Performing | 2.1 Kenyan Folk Songs | 2. The learner listens critically to Kenyan folk songs and identifies their characteristics. 3. The learner appreciates listening to and performing folk songs from different Kenyan communities. | 1. Prior Knowledge: Ask learners to share their prior knowledge about Kenyan folk songs (2 mins) 2. Explore: Listen to or watch performances of Kenyan folk songs and discuss the characteristics (15 mins) 3. Explain: Teacher facilitates a class discussion to identify key characteristics of Kenyan folk songs (8 mins) 4. Elaborate: Learners work in groups to brainstorm and list the characteristics of Kenyan folk songs (10 mins) 5. Evaluate: Learners share their group's list with the class and discuss any commonalities or differences (5 mins) | What are some common characteristics of Kenyan folk songs? How do Kenyan folk songs reflect the cultural diversity of Kenya? | Audio recordings of Kenyan folk songs, Whiteboard or chalkboard, Markers or chalk | Competency-based strategy: Learners will be assessed based on their ability to identify and describe the characteristics of Kenyan folk songs. | — |
| 1 | 4-5 | Foundations of Music and Dance | 1.1 Rhythm | a) explain the rhythmic concept of the semi-quaver in simple time. b) describe the concept of the triplet in simple time, c) group notes into beats in simple time |
1. Prior Knowledge: Students will briefly discuss their prior knowledge of rhythms in simple time. 2. Explore: Students will work in pairs to listen to and identify semi-quavers and triplets in traditional Baringo songs, such as the Kimulimuli or Ekiroro dances, using digital devices. 3. Explain: Students will take turns explaining their findings to the class, focusing on the rhythmic patterns and time signatures. 4. Elaborate: Students will work in groups to compose 4-bar rhythms in simple time incorporating semi-quavers and triplets, using traditional Baringo instruments such as the Orutu or Ekidongo. 5. Evaluate: Students will perform their composed rhythms and receive feedback from their peers using a peer observation checklist. |
1. How do semi-quavers and triplets contribute to the overall rhythm of a song? 2. What are some common rhythmic patterns found in traditional Baringo music? 3. How can we use technology to enhance our understanding and creation of rhythms? |
Digital devices, traditional Baringo instruments (e.g. Orutu, Ekidongo), whiteboard and markers, peer observation checklist | Students will be assessed on their ability to explain the rhythmic concept of semi-quavers and triplets, group notes into beats in simple time, and compose original 4-bar rhythms. Success criteria include: clear explanation of rhythmic concepts, accurate grouping of notes, and creative composition of rhythms. | What strategies can I use to support students who struggle with identifying and composing rhythmic patterns, and how can I encourage more student-led discussions and feedback? |
| 1 | 5 | Performing | 2.1 Kenyan Folk Songs | describe the characteristics of Kenyan folk songs, identify the role of folk songs in Kenyan culture, explain the significance of folk songs in promoting unity and patriotism | 1. Engage: Introduction to Kenyan folk songs (5 mins) 2. Explore: Listen to or watch performances of Kenyan folk songs and discuss the characteristics (15 mins) 3. Explain: Teacher facilitates a class discussion on the characteristics of Kenyan folk songs (10 mins) 4. Elaborate: Learners work in groups to research and present on a specific Kenyan folk song (5 mins) 5. Evaluate: Learners reflect on what they have learned and provide feedback to their peers (5 mins) | What are the characteristics of Kenyan folk songs?, How do folk songs promote unity and patriotism in Kenya?, What role do folk songs play in preserving Kenyan culture? | Audio or video recordings of Kenyan folk songs, whiteboard and markers, internet access for research | Competency-based assessment using a descriptive feedback rubric, focusing on the learner's ability to describe the characteristics of Kenyan folk songs and explain their significance | — |
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