The following are critical thinking skills. Creativity- thinking and coming up with ideas out of nothing. Generate ideas or solutions especially when traditional approaches are insufficient. Problem solving -use systematic approaches to address challenges and find solutions, often involving multiple steps and testing different strategies. Analysis- ability to break down complex information or situations into their constituent s parts, examine each to understand how they relate to the whole. Open Mindedness -this encourages individuals to explore various potential solutions and approaches to a problem. Communication- involves sharing ideas with others in order to find solutions. Hinderance to critical thinking in different circumstances. Pressure from the society Peer pressure. Emotions. Fear of failure. Lack of information. Importance of critical thinking. Enhance problem solving skills by encouraging individuals to analyse situations. Enables individuals to make well-informed decisions based on a thorough analysis of available information. It promotes creativity encouraging individuals to explore different perspective, think outside the box and generate ideas. Individuals with strong critical thinking skills express their ideas more clearly and engage in constructive discussions, contributing to effective communications. 5.5 Developing of Creative thinking. Developing creative thinking involves cultivating the ability to generate and explore new ideas, think outside the box and approach problems from different points of view. Creative thinking is the ability to generate new ideas, concepts or solutions by approaching problems and challenges in innovative and imaginative way. It involves breaking free from traditional thought patterns, explore different perspective and making connections between seemingly unrelated concepts. Creative thinking is not limited to art, it also applied to problem solving, decision making and various aspects of daily life. The following are characteristics of creative thinking. Originality-ability to generated ideas that are unique. Flexibility being open minded and adaptable to change. Fluency ability to produce many ideas or solutions. Elaboration develop and expand upon ideas to add depth and richness. Risk taking willingness to step outside of ones comfort zone and explore unconventional solutions. Complexity to understand and deal with difficult problems or concepts-Common challenges in creative thinking. Distractions -things that take away your attention such as noise, notifications or interruptions that disrupt your focus and flow of ideas. Mental blocks are obstacles that stop creative thinking. Can come from stress, depression or preconceived ideas, making it had to think creative. Lack of inspiration. Peer influence. Self-doubts. The following are ways to overcome challenges in creative thinking.


Peer influence. Self-doubts. The following are ways to overcome challenges in creative thinking. Embrace failure as part of creative thinking process and use it as a learning point. Take breaks to clear your mind when stuck. Challenge negative self-talks by recognizing your strengths and achievements. Work in a conducive environment that has no distractions. Seek inspiration from various sources. Values that enhance creative thinking in day-to-day life. Courage-allow one to experiment, try new things. Curiosity -drives exploration and spark new ideas which contribute ro creative thinking Perseverance. Resilience -encourages perseverance in the face of creative challenges. Empathy-promotes collaboration and the integration of diverse points of view which enrich creative thinking. Making ethical choices ensures that innovative solutions are not compromised by unethical practices. Integrity. Ways of developing creative thinking in different context. Using imaginations and innovation as you carry out different activities. Sharing ideas with others. Participating in learning such as field trips and hand-on activities. Embrace experimentation of alternative approaches to problems-solving and idea generation. Collaborate with different people to expose yourself to a variety of perspectives and ideas. Importance of Creative thinking. Improves collaboration and understanding, as creative thinkers can covey ideas in engaging ways which facilitate positive social interactions. Promotes resourcefulness by encouraging individuals to find alternative solution with limited resources. Fosters a community s ability to respond to evolving challenges and embrace positive change. Enhances a sense of persona; accomplishment and fulfilment through the exploration and realization of creative ideas. Improves your problem-solving skills. Develops and grows your personality. Boosts your confidence. It enables you to have freedom of thought. It promotes your entrepreneurial skills. Makes your easier and more convenient. It improves your productivity quality of life. 5.6 Process of problem-Solving. Problem solving is the process of analysing and understanding a problem. It involves identifying its cause and deciding on a solution which solves the problem and prevents it from being repeated. The Rational problem-solving model in different Context. Rational problem-solving means thinking carefully, considering facts and following a stepby-step method to find the best solution to a problem. A rational problem-solving model involves a systematic approach to addressing challenges. It is designed to help individuals make well-informed choices by following a series of step to identify problems or opportunities, analyse alternatives and select the best solution.


Rational problem-solving means thinking carefully, considering facts and following a stepby-step method to find the best solution to a problem. A rational problem-solving model involves a systematic approach to addressing challenges. It is designed to help individuals make well-informed choices by following a series of step to identify problems or opportunities, analyse alternatives and select the best solution. The following are steps of the rational problem-solving model:Identify the problem clearly defining and understanding the issue or challenge. Choose a decision style. Develop alternatives. Choosing the best solution. Implement solutions Evaluate the decision. Obstacles to problem-solving in society. Effective problem-solving skills in social interactions. The following are effective problem-solving skills in social interactions:CommunicationActive listeningNegotiationConflict resolutionDecision makingFlexibilitypatienceValues that enhance problem-solving. Empathy o Integrity.o Respect. Responsibility. Roles of values in problem-solving. Values serve as guiding principles that help individuals and communities determine what is important and morally right. Values influence the ethical considerations in decision-making process. Values often emphasize social responsibilities and the well-being of others.


GRADE 7 PERFORMING ARTSLESSON NOTES COMPLETE TERM 1, 2,3 1. PERFORMING ARTSIntroduction to Performing Arts Basic ElementsActivity 1: Defining Performing ArtsPerforming Arts can be defined as cultural and creative activities prepared and staged for an audience. Activity 2: Identifying the Various Disciplines of Performing ArtsThere are different genres of Performing Arts namely music, drama, dance, film and elocution. They can also be referred to as the disciplines of Performing Arts. Each discipline is divided into smaller areas, for example music vocal and instrumental music , drama skit and play , dance Creative and folk dances , film documentaries, fiction films and elocution verse, narrative . These are known as the genres of Performing Arts. Ln some cases, several disciplines can be used together in a particular performance. For example, songs can be used in narratives and skits to make them more interesting poetry is used with background music, while a movie trailer uses drama, film and music. Activity 3: Discussing the Importance of Performing Arts in SocietyPerforming Arts are used as a medium of self-expression. Through Performing Arts, talents are identified and developed. Performing Arts are a source of entertainment. They promote cultural appreciation, unity and cohesion when people come together to watch a performancePerforming Arts enables the learner to develop skills that can help him or her to solve the issues and challenges of everyday life. RhythmActivity 1: Clapping Rhythmic Patterns Incorporating the SemiquaverA quaver is half the value of the crotchet. A semiquaver is half the value of a quaverTwo quavers make a crotchet while, four semiquavers make a crotchet. The rhythmic patterns that include the semiquaver in simple tune are ta-fa-te-fe, ta-te-fe and ta-fa-teActivity 2: Aurally Recognizing Rhythmic Patterns with Semiquavers and Their Corresponding RestsClass ActivityWith the help of your teacher, listen to various pieces of music and identity where the semiquavers are round. In small groups, sing songs that have the semiquaver patterns. Recite the following rhythmic patterns using French Rhythm names and clap them.


The rhythmic patterns that include the semiquaver in simple tune are ta-fa-te-fe, ta-te-fe and ta-fa-teActivity 2: Aurally Recognizing Rhythmic Patterns with Semiquavers and Their Corresponding RestsClass ActivityWith the help of your teacher, listen to various pieces of music and identity where the semiquavers are round. In small groups, sing songs that have the semiquaver patterns. Recite the following rhythmic patterns using French Rhythm names and clap them. Use common words or names of the members in the class to practise the rhythmic patterns with semiquavers, for example: apple juice, ripe mango, mama mboga etc. Activity 3: Grouping Notes into Beats in Simple TimeNotes of small value such as quavers and semiquavers are joined together to form a crotchet beat. This is known as grouping notes. A horizontal line, known as a beam, is used to connect two or more notes of small value to form a crotchet beat. The number of beams in a group is equal to the number of flags or tails in the separate notes. The following shows how the notes are grouped into beats. Note1. Music is made up of strong and weak beats. 2. The strong beat is shown by the use of a symbol known as an accent insert 3. The strong beat can recur every two, three or four beats. 4. With the help of your teacher, clap the rhythmic patterns below, stressing the strong beats in each. The repetition of the strong beat after either two, three or four beats is known as meter. In written music short vertical lines, known as bar lines, are used to separate the groups of beats into twos, threes or fours. These groups of beats are known as bars. The first beat of every bar is accented and double bar lines are used at the end. The meter of music is shown using a symbol of two numbers, one on top of the other. This is a called a time signature. The top number shows the number of beats in a bar and the bottom number shows the value of the beats. The number 4 is used at the bottom because there are four crotchet beats in a semibreve. The commonly used meters are simple duple, simple triple and simple quadruple time. The strong beat can occur after 2 beats, 3 beats and 4 beats.


The number 4 is used at the bottom because there are four crotchet beats in a semibreve. The commonly used meters are simple duple, simple triple and simple quadruple time. The strong beat can occur after 2 beats, 3 beats and 4 beats. Activity 4: Writing Rhythms in Simple Time on Monotone. Can You Recall? A time signature is a symbol made up of two numbers that shows the meter of a piece of music. Music is divided into strong and weak beats. The strong beats occur after every bar line. Grouping of notes makes it easier to read music. Group ActivityWith the help of your teacher, write down 2-bar rhythms in simple time on monotone. Use all the rhythmic patterns you have learnt so farTake turns clapping your written rhythms. You can also take turns to tap and write down each other's rhythms. Your teacher will assist you to write down the rhythms of familiar songs in simple timeActivity 5: Appreciating Music in Simple TimeClass ActivityListen to the song "pease porridge hot" played by your teacher:With the help of your teacher, study the song to find out what its time signature is. Practise beating time for the different time signatures. The conducting patterns in simple duple, triple and quadruple. Listen to a variety of excerpts that will be played by your teacher. You will be assisted to beat time for each of them. Individual ActivityListen carefully to the rhythmic patterns which will be played by your teacher. Write down the rhythmic patterns in your exercise book. Group ActivityYour teacher will play some rhythmic patterns tor you. In groups, write down the dictated rhythmic patterns. PitchActivity 1: Writing Musical Notes on Treble StaffCan You Recall? 1. Pitch is the highness or lowness of sound. 2. A scale is made up of eight notes d -d1. Pitches can be represented using the letters A, B, C, D, E, Fand G. Music is written on a set of five horizontal lines and four spaces between them, known as the staff. The lines and spaces are numbered upwards. 4 The lines are numbered 1 to 5, while the spaces are numbered 1-4 starting from the bottom.


Music is written on a set of five horizontal lines and four spaces between them, known as the staff. The lines and spaces are numbered upwards. 4 The lines are numbered 1 to 5, while the spaces are numbered 1-4 starting from the bottom. A symbol is written at the beginning of the staff to determine the position of the pitch names A, B, C, D, E, F, G on the lines and spaces. The symbol is called a clef. The treble clef fixes the second line as the note G. It touches the second line severally and therefore it is also known as the G clef. Practise drawing the treble clef by joining the dotted lines starting from the Second line. Join the dots 1-64 to make the treble clef. Practise drawing several treble clefs on the staff belowThis is how the lines and spaces are named. The word for spaces is F-A-C-E. The lines are E-G-B-D-E. Here are some fun ways to remember the order of the lines. Every Good Boy Does Fine. Eleven Girls Bring Donuts Friday. Can you come up with other interesting sentences to help you remember this? Share with your classmates. Below are the notes in the treble clef compared to the notes on the keyboard. You will notice a short line below and above the treble staff on which other notes are written. This short line is used to extend the staff to include notes whose pitches are lower or higher than the five lines and spaces. This line is referred to as a ledger line. Activity 2: Describing Melodic IntervalsWhat I Need to KnowAn interval is the distance in pitch between two notes. The smallest interval on the major scale is a semitone. It can be found between m-f and t-d1 in the major scale. All the other notes are a tone apart. Kodaly Hand SignsSing the major scale using hand signs to hear the sounds of semitones and tones. The semitone intervals are found between E- F and B-C on the keyboard. Note that they do not have a black key in between them. The interval between a black key and the adjacent white key is a semitone. Since the black keys do not have letter names, we use special symbols known as accidentals to name them. An accidental is a symbol that alters the pitch of a note by a semitone.


The interval between a black key and the adjacent white key is a semitone. Since the black keys do not have letter names, we use special symbols known as accidentals to name them. An accidental is a symbol that alters the pitch of a note by a semitone. There are three commonly used accidentals: sharp , flat b and natural . The sharp raises the pitch of a note by a semitone as shown on the keyboard as shown on the following page. The flat b lowers the pitch of a note by a semitone as shown on the keyboard below. The natural cancels the effect of either a sharp or a flat b previously encountered. It, therefore, restores the note to its original state. Practise writing the three accidentalsSharp Raises by a semitoneFlat b Lowers by a semitoneNatural Cancels out previous or b 9. Each black key has two letter names relating to the white note on either side. 10. On the staff, the accidentals are written before the note. On the pitch they appear after the letter. 11. Looking at the notes C and D there are two letter names apart and so this interval is a 2nd. 12. Looking at the notes C and E there are three letter notes apart and so this interval is a 3rd. There are two ways of describing an interval: numerically by counting the number of note names in between the two notes and by quality using an adjective or descriptor determined by the number of semitones in between the two notes . Unison is the simplest interval as it involves a note and its repetition, for example, when you play the note C followed by the same note C. It is called a perfect unison. The smallest interval between two notes is a semitone. It is round between a white key and the adjacent black key or between the two white keys without a black key in between, that is, E - Fand B-C. An interval of a semitone is a 2nd. A second with only one semitone is known as a minor 2nd. A 2nd with two semitones in between the notes is a major 2nd. Thirds can also exist as either minor or major. A minor 3rd has three semitones in between the notes, whereas a major 3rd has four semitones.


Sing the melodies in tonic sol-fa. Use hand signs to indicate the tonic sol-fas as you sing the melodies. NarrativeA narrative is a story or an account of events or experiences whether true or fictitious imaginative. The person who tells a story is known as a story teller or a narrator. A narrative is told to a person or people. The person or people watching a narrative is called an audience. A narrative is an account of events or experiences narrated by a narrator to an audience. It could also be defined as a story told by a storyteller to an audienceActivity 2: The Elements of a NarrativeIn a narrative, there is a logical sequence or flow of events. This is known as the storyline or the plot. The plot of a narrative usually has a conflict. A conflict refers to the obstacles, setbacks or challenges that the main character has to overcome before the story ends. The action or events in a narrative must take place at a specific place or a physical location. The place where the events in a narrative take place is known as the setting. A narrative has characters. Characters can be human beings or non-human beings. A narrator uses characters to advance the story. Narratives are used to pass important messages to the society. These messages are called themes. A theme is the lesson that is learnt from the narrative at the end of the narration. It is also referred to as the message. Some people call it the moral of the story. Most of the themes addressed in the narratives are contemporaryActivity 3: Demonstrating the Qualities of a Good Story-TellerThe qualities of a good storyteller are:Good storytellers have good memory. They should be able to memorize the story and narrate it afresh every time they meet a new audienceGood storytellers are creative, original and imaginative. They recreate the story afresh or anew each time it is narrated. They make the story relevant to the audience by using it to address or refer to contemporary issues. Good storytellers are confident, courageous and determined. They do not panic or tremble while narrating They face the audience directly without being shy. They do not avoid looking at the audience by facing down, looking sideways or looking up. Good storytellers speak loudly in order to be heard by everybody in the audience. Speaking loudly does not mean shouting. Good storytellers know how to use their voices to make the story interesting.


Good storytellers speak loudly in order to be heard by everybody in the audience. Speaking loudly does not mean shouting. Good storytellers know how to use their voices to make the story interesting. They can imitate the voices of the characters to make it sound real. They also vary their voices to make sure the story is not boring. Sometimes they even sing songs contained in their narratives. Good storytellers use parts of their bodies to tell the story. They use gestures and body movements to drive home the messages in their stories. Good storytellers use their facial expressions to capture the mood in the narrative. Good storytellers utilize space by making relevant stage movements,Good storytellers involve the audience in their story. VerseActivity 1: Describing the Basic Elements of a VersePoems are written to be performed or to be read aloud to an audience. Poems a have a definite structure that is easily recognized. They have lines. A line of a poem is the equivalent of a sentence in prose. In poetry, poets intentionally use broken lines to create rhythm and musicality in a poem. A poem has stanzas. A stanza is a collection of several lines in a poem. A stanza is the equivalent of paragraph in prose writing However, not all poems are divided into stanzas. Some poems like Sunset only have one stanza. Poems often use language musically. Certain sounds, letters, words, phrases or lines are repeated to create rhythm. When some words on the same line of a poem begin with similar consonant sounds, we call that alliteration. When some words on the same line of a poem have similar vowel sounds, we call that assonance. When some words, phrases or lines are repeated in a poem, we call it repetition. Poems are short in nature. The poet uses fewer words to communicate a lot of information. Unlike prose and drama, a poet selects words carefully and uses fewer words to communicate a lot of information. Poems communicate strong feelings. Poems convey heavy emotions. Poets carefully select words that are packed with emotions so as to affect the readers emotionally. With the help of your teacher, write down the words which have high emotions in the poems in the previous page. With the help of your teacher:Identify words that appeal to the various senses of your body in each of the poems on page 39. Identify similes, metaphors, personification and exaggeration that are used in the poems on page 38.


With the help of your teacher, write down the words which have high emotions in the poems in the previous page. With the help of your teacher:Identify words that appeal to the various senses of your body in each of the poems on page 39. Identify similes, metaphors, personification and exaggeration that are used in the poems on page 38. Activity 2: Discussing Theme in VerseWhen listening to the performance of a poem, we pay attention to what the poem is about. We get to know what the poem is about by paying attention to:The character speaking in the poem- the persona. The experiences of the character speaking in the poem-what he or she goes through and what he or she says. From what the persona says or goes through in the verse, we are able to get the message of the verse. The message in the verse is also known as the theme of the verse. Most themes address issues that affect the society. Verses convey certain values in the society that we must learn. Activity 3: Reading a Verse to Convey MeaningWhen reading a verse in order to convey meaning:Firstly, we have to read the poem once just to have a feel of the verse. Secondly, we have to read the poem while observing the punctuation marks. This helps to bring out the intonation in the poem. Intonation is the rising or falling of the voice while reading. Thirdly, we have to read the poem in order to emphasize the content words. Content words are the words that carry the meaning or message of each line. Such words are usually nouns, verbs and adjectives. The next step is to read while observing the stressed and unstressed syllables in each word. This ensures that the rhythm of the verse comes out well during the reading. The last step is the reading of the verse so as to bring out the various emotions in different words, phrases or lines. For example, if we read very fast, we want to convey emotions of excitement, anxiety or tension, we read slowly when expressing sadness or lamentation; we read loudly when emphasizing something reading loudly does not mean shouting or screaming ; we read softly to express emotions of love, persuasion reading softly does not mean we should be inaudible . SkitActivity 1: Describing, Structure and Themes of a SkitSkit -This is a short performance intended to educate or inform. It is usually performed in an informal set up. It requires little preparation.


SkitActivity 1: Describing, Structure and Themes of a SkitSkit -This is a short performance intended to educate or inform. It is usually performed in an informal set up. It requires little preparation. It is meant to be acted. Structure - It is the general organization of a skit. It refers to how the story in the skit is laid out from the beginning, middle to the end. It entails the following:Plot - How the story in a skit is brought out from the beginning, middle to the end. It shows the following:The beginning - The introduction or beginning of the story. It is the first important event from which the rest of the plot develops. Here, the audience asks, what next? A series of events that follow and where characters are introduced and the problem or conflict is made known, characters are seen to struggle to solve the problem they are experiencing, leading to the climax. Middle - When the plot reaches Climax, it is at its most important part. It is the turning point that determines the outcome of the conflict and when the problem is resolved. The ending - From the climax, a series of events leading to the end of the story followMilestones - This is the series of events that show how the plot unfolds from beginning to the end. They show the problems or the challenges that the character or characters are facing and their struggles to solve them. Theme - This refers to the issues being addressed in the skit. Most are contemporary issues that affect us in the society. It gives us the message in the skit. Characters-These are the people taking part in the various roles in a skit. They are the actors and actresses. The main character is called the protagonist, while the villain or the character who is in conflict with the main character is referred to as the antagonist. Support characters serve various roles in the skit. Setting - When and where the action is taking placeConflict - Problems, challenges or issues being experienced by the characters that need to be resolved. Language - Manner of communicating or the choice of words used to bring out the desired message effectively. It varies from one character to another depending on the role. Activity 2: Discussing the Importance of Improvisation and Use of Dialogue in a SkitIn a dialogue, the exact words of the speakers are used. It refers to the speeches or lines that the character says. It is the most critical part of a skit.


Activity 2: Discussing the Importance of Improvisation and Use of Dialogue in a SkitIn a dialogue, the exact words of the speakers are used. It refers to the speeches or lines that the character says. It is the most critical part of a skit. It carries the information that the writer wishes to convey to the audience. Person's thoughts and feelings are revealed through his or her tone of voice and way the word is spoken. Language should be appropriate for the character. How a person interacts with others is based on his or her responses and how much or how often he or she speaks. It is through a dialogue that a character is developed. Stage directions such as Mary: disgusted should be minimized and character dialogue to be self-explanatory. Shortened form is often used as well as hesitation markers like, mm...I...um... and interjections like ouch! Hurray! Wow! Improvisation is the acting of a scene without prior preparation. It is not scripted. One should avoid negative ideas that may not build the improvisation. Always keep the focus of the scene clear. Keep questions direct. Build stories on the spot, use your mind but, do not over-think. To make improvisation successful;Do not try to be better than those in the group, work with them. One must connect with the other players. Do not deliberately make a joke out of everything. Use your body to perform different actions. It builds confidence and imaginative and creative abilities. Activity 3: Discussing Functions of Costumes and Props in a SkitCostumes are clothes and accessories worn by the actors to portray character. They can indicate style, genre and period, as well as give clue about the character. Props, which is short for properties, are the other items used in the skit apart from costume such as hand props like walking stick, fly whisk or spear. They can also be movable items on stage that ad in telling the story. They help to tell the story. They help in identification of the character s . They help the actors get into character. They communicate details of a character's personality to the audience and bring out different aspects of the character. Help actors to transform into new and believable persons. They immediately tell the audience what is going on. They indicate time and place of the skit, that is, the settingIt is of utmost importance to learn of items from other cultures and understand them. This is called appreciation. 2.


They indicate time and place of the skit, that is, the settingIt is of utmost importance to learn of items from other cultures and understand them. This is called appreciation. 2. CREATINGRhythmActivity 1: Outlining Factors to Consider When Creating a Rhythmic PatternWhat I need to knowA good rhythm has a variety of rhythmic patterns. In order to achieve unity, some rhythmic patterns can be used more than once repeated . The number of notes in each bar should correspond to the time signature. Activity 2: Interpreting Rhythmic Patterns in Simple TimePlay or sing the short melodies provided. 2. The time signature will guide you to emphasize the main beat, and the number of beats in every bar. 3. Write down the French rhythm names below each melody, then tap or clap them while reciting. 4. In groups, clap the following 2-bar rhythms as you recite the French rhythm names. Activity 3: Improvising Rhythmic Accompaniments to Tunes in Simple TimeWhat I Need to KnowPercussive instruments are used to provide rhythmic accompaniment. The rhythmic accompaniments can be written or improvised based on the main beat. Sing familiar tunes in Simple time and improvise accompaniment on drum or any other percussive instrument. For example: Maua mazuri can be accompanied using any of the following rhythmic patterns. Activity 4: Creating Rhythms in Simple TimeCan You Recall? 1. Rhythms are created by combining various rhythmic patterns. 2. In simple time, and time signatures are used. 3. The first beat in every bar in simple time is an accented beatIndividual ActivityCombine the rhythmic patterns you have learnt to create 2-bar rhythms in simple time and write them down in your exercises book. Work In PairsTake turns to clap or tap the rhythms you have created as the other recites the French rhythm names. Activity 5: Appreciating Rhythms in Simple TimeRhythm PuzzleMelodyActivity 1: Identifying Qualities of a Good MelodyThe melodies move in stepwise motion with a few leaps. The melodies begin on notes d, m or s and end on d. They have a good melodic contour. They have several rhythmic patterns.


The melodies begin on notes d, m or s and end on d. They have a good melodic contour. They have several rhythmic patterns. Activity 2: Interpreting 4-bar Melodies in Simple TimeSing the melodies below and take note of the melodic contourTo interpret a melody, the following should be done:Identify the clef, key signature and time signature. Tap the rhythms of the melody. Write tonic sol-fas of the melody below the staff. Remember "doh' is the note that gives the key its name, for example, in C major, doh is C,Practise singing the tonic sol-fas of the melody, first in crotchets and then using the correct rhythm. Notice the movement of successive notes in each of the melodies. Stepwise motion is where the interval between any two neighbouring notes is not more than a step on the scale. In some cases there can be more than a step between two successive notes of a melody. This type of motion is called skipwise motion or movement by leaps. Each melody has a shape, which depends on the successive movement of notes. A melody can move upwards, downwards, in waves forming a curve and so on. This is referred to as the melodic shape or contour. Activity 3: Creating 1-bar Melodies in Simple Time on Treble ClefThings To RememberBefore you begin creating a melody, you should: draw the staff, add the treble clef, write the key signature of the scale you want to use, and write the time signature you will use. Work in PairsWhat are the qualities of a good melody as was discussed in the previous activity? Practise Writing a 4-bar melody in simple time in major scales of C, G, D and A. Sing or play the melody you have created. Describe the melodic motion and shape or contour. What is the first and the last note in each of the melodies? Activity 4: Playing or Singing Melodies Created by Self and OthersCan You Recall? What are the qualities of a good melody? Work in pairsTake turns to play each other's melodies. Discuss the qualities in each of the melodies played. Group ActivityWith the guidance of your teacher, use mobile apps or computer software to create, notate and play back 4-bar melodies.


Work in pairsTake turns to play each other's melodies. Discuss the qualities in each of the melodies played. Group ActivityWith the guidance of your teacher, use mobile apps or computer software to create, notate and play back 4-bar melodies. Activity 5: Appreciating Melodies Composed by Self and OthersListen and LearnYou have created 4-bar melodies in simple time in the major scales of C, G, D and AIn pairs, take turns to sing or play or use: digital devices to listen to and appraise each other's melodies. Take turns to sing your melodies to the class. PERFORMING ARTS GRADE 7 NOTES TERM 2NarrativeActivity 1: Creating A NarrativeCan you recall? Name the qualities of a good narrator. The process of developing a theme of a narrative begins with an idea. An idea is an issue that is affecting the society and which you have a strong feeling about. When you decide to compose a narrative on this issue, it becomes a theme of the narrative. We can develop themes of narratives from various sources such as:Our daily experiences the daily conversations that we have with our classmates, schoolmates, friends, family, relatives and even neighbours. The things we observe within our environment. What we watch on television or listen on the radio. What we read in books, magazines or newspapers. Issues that are trending on the media. Activity 2: Creating a Narrative StoryCan you recall? Name four sources of ideas for scripting a narrative. Narratives are created in order to educate the audience about a chosen theme. A good story begins with the introduction. This is the beginning point of the narrative. At this point:The audience is told about where the action of the narrative is taking place setting . The audience is told who the main characters is name and what he or she wants to achieve in the story the goal . The main problem that the main character faces is introduced to the audience conflict . As the main character struggles to overcome the initial problem, he or she encounters other problems that prevent him from overcoming the first problem. These are called milestones. At some point in the narrative the problems may become too much for the main character until he or she seems defeated and cannot fight anymore because he or she has finished all the efforts and tricks. This is the point of no return. This point is called the climax of the story.


At some point in the narrative the problems may become too much for the main character until he or she seems defeated and cannot fight anymore because he or she has finished all the efforts and tricks. This is the point of no return. This point is called the climax of the story. The last point in the narrative is when the main character finally manages to overcome all his or her problems. This is called the conflict resolution. It marks the end of the story. Activity 3: Creating Characters in A NarrativeCan you recall? Define the following terms:Setting. Beginning. Goal. Middle. Milestone. EndingThere are two types of characters in narratives:The main character. The minor characters. The main character is the one that the story is about. He or she is the one who carries the story. Most events in the story revolve around the main character. The minor characters play very important roles in the narrative:Some support the main character to achieve his or her goals. Some oppose the main character or create problems and trouble for the main character. When minor characters support or create problems for the main character they help in creating milestones in the story. Activity 4: Writing A Narrative ScriptCan you recall? Who is a main character? What are the functions of the minor characters? Writing is the process of putting the narrative that has been created into a written text. A narrative text is a written story of the narrative that is going to be performed. Before writing a narrative ensure that all milestones are plotted. These are the series of events in the narrative. As we write the story, we use descriptive words that make the story interesting,In the written text, the following should be well described in order to help the audience to understand them:The introductionThe setting. The goal. The conflict. The beginning. The middle. The ending. VerseActivity 1: identifying a theme for a verse scriptCan you recall? How can you read a poem in order to bring out its meaning? The theme of a verse is an issue that affects the society. People who write poems get their themes from:Their own personal experiences in homes, school, mosques, churchesor even at the places of work. What they observe other people do or go through in life. What they watch or listen to using digital devices such as televisions,radios and computers. What is trending on the media. What they read in the newspapers or magazines. Activity 2: Writing A PoemCan you recall?


What is trending on the media. What they read in the newspapers or magazines. Activity 2: Writing A PoemCan you recall? What is a theme of a verse? From which sources do poets get the ideas for writing their poems? Before you write a verse, you must decide on the theme you want to write about. After identifying a theme, you have to come up with one topic under that theme that you will write the poem about. It is good to write a poem about your own experiences that are related to the topic you have chosen. As you write a poem, you must choose a character who will tell the experiences you want him or her to share the poem with people. This is the person speaking in your poem. We call this person the persona. After writing a few stanzas of the poem, keep it in the portfolio for future use. This enables you to go and think about the poem you are writing. As you think about it you will discover many things that will help you to improve on the poem to make it better. The poem that you have kept for future use is known as the draft. A draft is a script of a poem that is still being worked on. It is an incomplete verse script. Activity 3: Using Poetic Devices to Write a VerseCan you recall? Who is a persona in a poem? What is a draft? Writing a poem is a process. The first stage which you have already done is called the drafting stage. The second stage is called the reworking stage. Reworking on a poem can be done several times. In the reworking stage the following things take place:Poetic devices are included in the poem. Some of the poetic devices are:rhyme - words at the end of different lines end with similar sounds. Repetition some words, phrases or lines are repeated in the poems. You can compare things in the poem using similes and metaphors. You can also use personification by making non-human beings like animals and plants to behave like human beings. Words that describe emotions are also introduced in the poem to add emotions to it. Can You Recall? Define the following terms:Rhyme. Simile. Alliteration. Metaphor. Assonance. Personification. Repetition. Activity 4: Improvising PropsA prop is an item that a performer of the verse uses to demonstrate an action.


Personification. Repetition. Activity 4: Improvising PropsA prop is an item that a performer of the verse uses to demonstrate an action. Examples of props include: balls, caps, hats, stethoscopes, school bags, pens, pencils, books, Bibles and jembes. Props are made from locally-available materials such as carton boxes, manila papers, sugar bags, plywoods and sticks. We do not use real objects as props. Props must be improvised. SkitCreating A Scenario for A ScriptCan you recall? What is a dialogue? Who is a character? What are costumes and props? Tell your partner about some issues that you have already come across in the skits learnt in the previous lessons. Creation of a skit means coming up with a skit. It begins with an idea which makes up the story. Ideas for a skit can be got from:Our own experiences or other peoples experiences. What we watch on television, listen to on radio, read in newspapers or from happenings in the social media. Idea determines the theme or message to be communicated. One needs to decide who will be in the story and what will happen. One needs to think of the problem that arises and needs to be solved. Think of where actions will take place. Always remember to answer the who, the what and the where. Scenario is thus, the storyline or framework or outline of the plot. It is the summing up of what is going on or what the situation is. It is essentially a story with characters and situations. It must be believable. Activity 2: Improvising Costumes, Props and Make-UpCan you recall? What are costumes? What are props? What is the importance of costumes, props and make-up in a skit? Costume design is the creation of clothing for the overall appearance of character or performer. Improvisation is to make or do something by using locally-available materials. It provides an alternative to the original. Improvised items should convey the desired message just as the original material. It involves serious thinking, creativity, communication and coming together of different opinions. Make-up enhances the illusion that the actor has become the character, It is used to cover all the exposed parts that are not covered by the costume won by the actor. It helps in easy interpretation of the skit and its location. Activity 3: Scripting for Stage -Language and Style. Can you recall? What is a scenario?


Activity 3: Scripting for Stage -Language and Style. Can you recall? What is a scenario? What are milestones? What is a dialogue? While scripting a skit, it is of utmost importance to note the following:Milestones: They bring show problems or issues that the characters are faced with in skits and how they try to resolve them. They show the expectation in a skit or how it will flow from the beginning to the end. They develop the story line. They guide you in writing the script of a skit. Characters: the audience interacts with the skit through the characters and their speech. The main characters as well as the support characters must be believable. Clear description of the characters is important in the writing of a dialogue in a skit. Language and Style: concerns itself with the use of words with maximum effect. One needs to avoid unnecessary words that may hinder the development of the story and character. The language used should be appropriate to the character s in question. It should define them, for instance, a skit with a police officer, street child and a lawyer, will not use the same language for all. While the street child is likely to use sheng , the doctor should use formal language and the officer, a semi-formal language. Copying: is the use of other people s work without their approval. Thus, when writing a script use your own ideas. Activity 4: Using Locally Available Resources in A SkitCan you recall? What is improvisation of costume, prop and make-up? What is the importance of make-up in a skit? Name some materials that can be used for improvisation. Watching skits from other communities helps us to respect one another. Understanding skits from other communities makes us to understand and enjoy watching skits from those communities This is referred to as appreciation,Using locally-available materials as costumes, props and make-up boosts our creativity and imagination. 3. PERFORMINGFolk SongsActivity 1: Classifying Kenyan Folk Songs According to Origin, Type and FunctionWith the guidance of the teacher, watch live or recorded performance of Kenyan folk songs. Discuss any observations you make about the common aspects, such as:The community of origin. The participants are they male, female, young, old, mixed? Body movements. Costumes used by the participants. Instruments used to accompany the performance. A folk song is a traditional song originating from a particular community.


Costumes used by the participants. Instruments used to accompany the performance. A folk song is a traditional song originating from a particular community. It is performed in the native language. It is passed down from generation to generation orally. Folk songs can be:Solo - involving one performer singing. Solo and response - involves singing or leading the performance and a group responding. Group - involves a group singing without a soloist. Folk songs are associated with other activities in the community, such as weddings, child birth, naming, burial among others. Talk ActivityTalk about various social activities in the community where folk songs are performed. Activity 2: Social Economic Uses of Folk SongsWith the help of your teacher or resource person, watch live or recorded performances of folk songs. For each folk song, fill in the following table. Group ActivityDiscuss the social and economic uses of folk songs in Kenyan and Western communities, during various occasions as follows:Childbirth. Naming ceremony. Singing games. Initiation. Marriage. Funeral. Work songs. Other social gatherings. Individual ActivityStudy the following pictures and answer the questions that follow. State the occasion shown in each of the pictures. Which type of folk song is being performed? 3. Identify the costumes used by the participants. 4. What kind of message is being passed by the participants? Activity 3: Performing Solo and Group Folk Songs1. With the help of your teacher, parent or guardian, watch or listen to various folk songs. Select a folk song to be performed in class. In groups, select one solo and one group folk song. Learn the selected folk songs, for presentation. Use appropriate costumes, body movements and instruments to accompany your performance2. Discuss the techniques used in performing Kenyan folk songs. Activity 4: Report WritingYou have discussed, learnt and performed different types of Kenyan folk songs. Write a report on the folk songs in your community. In groups, collect a variety of folk songs and classify them according to origin, type, function and occasion. Kenyan IdiophonesActivity 1: Classification of IdiophonesCan you recall? Percussion instruments produce sound when hit, shaken or scraped. Study the pictures and name the instruments. How are the instruments played? Idiophones are percussion instruments. They produce sound by vibration of the instrument itself. Home ActivityUse digital devices to watch clips of various percussion instruments and identify the idiophones.


Idiophones are percussion instruments. They produce sound by vibration of the instrument itself. Home ActivityUse digital devices to watch clips of various percussion instruments and identify the idiophones. Collect photographs of various Kenyan percussion instruments and name the idiophones. Idiophones are either melodic or non-melodic. Idiophones are further categorized by the way they are played. They can be shaken, clapped, stamped, plucked, scraped and struck. Here are examples of idiophones from Kenyan communities. Add more instruments on the list. Activity 2: Role of Idiophones in A Performance1. Idiophones are mostly rhythmic and, therefore, enhance the rhythmic aspects of a performance such as:Keep time or maintain pace,Providing rhythmic accompaniment,Providing rhythmic variety. Activity 3: Care and Maintenance Procedures For Idiophones. Idiophones are made from different materials such as wood, animal skins and metals. For proper care and maintenance of the instruments, note the following:i Keep them away from water. Keep them away from fire. Avoid dropping them. Replace or repair damaged parts. Store them properly by hanging or placing them on a shelf or cupboard. 3. In groups, apply proper care and maintenance techniques on the idiophones available in school. Activity 4: Techniques of Tuning IdiophonesMelodic idiophones require tuning from time to time. This ensures that they stay in pitch for the case of melodic idiophones. With the help of your teacher or resource person, discuss the various ways of tuning idiophones. In groups, practise tuning idiophones available in school. Activity 5: Performance ProjectGroup ActivityL. Select any available idiophones and tune them applying proper techniques. In groups, select various idiophones to form a percussion band. Take turns to play different instruments in the percussion band. Practise and perform in a percussion band in class, school or community functions. Western Solo InstrumentsActivity 1: Tuning the Descant Recorder or Any Other Solo Western InstrumentStudy the following instruments and answer the questions that follow. What can you see? With the guidance of your teacher and resource persons, watch a live or recorded solo instrumental performance. In groups, discuss the importance of tuning a solo Western instrument in preparation for a performance. Watch videos demonstrating techniques of tuning various Western instruments and apply them to your chosen instrument.


With the guidance of your teacher and resource persons, watch a live or recorded solo instrumental performance. In groups, discuss the importance of tuning a solo Western instrument in preparation for a performance. Watch videos demonstrating techniques of tuning various Western instruments and apply them to your chosen instrument. Activity 2: Playing the Scale Of C Major On StaffWhat I need to knowWestern instruments have different fingering charts to guide in playing of different pitches. Use digital devices to download the fingering charts for the instrument of choice. Below is the fingering chart for the Descant Recorder showing the notes of the scale of C major. Descant Recorder Fingering ChartIndividual ActivityPractise playing the notes of the scale of C major ascending and descending on your instrument using the fingering chart. On a digital device, watch videos to learn how to play the scale of C major. Use the fingering provided to the play the notes C D EF G A B C' on the descant recorder. Practise playing the scale in ascending and descending order. Group ActivityPlay familiar tunes in the scale of C major on your instrument. Activity 3: Sight Reading Simple Melodies in C MajorTo do individually and in groups. Look at the clef below. Check the key signature and keep the key in your head while playingLook at the time signature. Clap or tap the rhythms of each of the melodies before you play them. Locate the notes on the instrument. Look at the melodies and play. 1. Sight-reading is playing of music without prior preparation. 2. Your teacher will provide 2-bar melodies for you to sight-read. 3. Do so without referring to the fingering chart or tapping the rhythms before playing. Activity 4: Playing with Appropriate TechniquesEvery instrument has specific techniques to be applied while playing. For example, for strings there is bowing, plucking, strumming, fingering; and for wind, there is tonguing, blowing and fingering. All the techniques when well applied ensure good tone quality. How To Produce a Good Tone on The Descant RecorderBlow gently into the descant recorder as you make the sound du with the tongue. This is referred to as tonguing and it helps to produce a clear sound. Do not blow too hard into the recorder because it will make a high pitch sound. If you are having trouble producing a sound after lots of practice, clean your recorder.


This is referred to as tonguing and it helps to produce a clear sound. Do not blow too hard into the recorder because it will make a high pitch sound. If you are having trouble producing a sound after lots of practice, clean your recorder. Cover the air hole below the mouthpiece and blow in hard. Activity 5: Observing Performance DirectionsWhat I Need to KnowPerformance directions are words, phrases or signs showing the appropriate tempo, dynamics, articulation and repeats in a piece of music. The directions help to enhance the overall effect in a performance. With your teacher s guidance, play various melodies observing the performance directions shown. Your teacher will also help you search for short duets in C major to be played in pairs and groups. Kenyan Folk DanceActivity 1: Classification of Kenyan Folk DancesWith the teacher s guidance, watch performances of folk dances from diverse Kenyan communities. Group ActivityDiscuss the performances you have watched and categorize them in terms of the following:Gender of the performers. Occasion. Age of the performers. Community of origin. With the guidance of the teacher or resource persons, discuss the function, themes or messages in the folk dances. Here are examples of dances from Kenyan communities. Add more to the list. Activity 2: Providing Background Information of Kenyan Folk DanceGroup ActivityWith the help of the teacher, select a folk dance and get the following information about it. Title. Community. Gender. Theme. Occasion. 2. Write the information in your exercise book. 3. Take turns to present the information you collected on a folk dance from your community. Activity 3: Performing A Kenyan Folk Dance with Appropriate Dance MovementsClass ActivityWatch performances of folk dances from different communities and observe the movements in them. Group ActivitySelect a Kenyan folk dance from the ones you have watched. Learn the dance movements, keeping to the traditional idiom. Perform the dance before the class. Activity 4: Singing Songs Appropriate for The DanceWith the help of your teacher, resource person, parent or guardian, write down the words of the songs used in the folk dance. Learn singing the songs to be used in the folk dance performance articulating the words clearly. Activity 5: Using Appropriate Music Instruments, Costumes, D cor and Props in A Kenyan Folk DanceGroup ActivityIdentify and source for the music instruments to be used in the dance. Learn playing the musical instruments.


Learn singing the songs to be used in the folk dance performance articulating the words clearly. Activity 5: Using Appropriate Music Instruments, Costumes, D cor and Props in A Kenyan Folk DanceGroup ActivityIdentify and source for the music instruments to be used in the dance. Learn playing the musical instruments. Collect costumes and props to be used. Get the material for the body adornment. Practise and present a performance of a Kenyan folk dance incorporating the appropriate music instruments, costumes, d cor and props. Use digital devices to record each group s performance for sharing and review. NarrativeActivity 1: Selecting A Narrator and The Support Cast for Our NarrativeCan you recall? Describe the process of writing a narrative script. After coming up with a narrative script, a process called casting follows. Casting is the process of selecting a group of performers who will perform certain roles in a given performance. A narrative has the main narrator or narrators and the support cast. The main narrator is selected based on the qualities of a good narrator. The support cast is selected based on the roles they are supposed to play in the narrative. Most narratives have dancers, singers and instrumentalists. The support cast helps the narrators to enhance the narrative. Activity 2: Designing A Rehearsal ProgrammeCan you recall? What is casting? What should be considered when casting narrators? Rehearsals are important when preparing a narrative for performance. It is important to have a rehearsal programme that guides you when to rehearse, especially when you are free. A good rehearsal programme should allow room for individual rehearsal, group rehearsal and team rehearsal. Activity 3: Rehearsing the NarrativeCan you recall? What should be considered when making a rehearsal timetable? Rehearsal is a continuous process. We have to keep on rehearsing until the narrative communicates the message well and is entertaining. Rehearsals help the narrator and the support cast to memorise and internalise their lines. Rehearsals help the narrator and the support cast to improve on their gestures, voice variation, facial expressions and stage movements. Rehearsals help the narrator and the support cast to introduce aspects in the narrative that make it interesting such as asking the audience rhetorical questions, song and dance, riddles, proverbs and even jokes or funny lines that are relevant to the narrative. The other members of the class who are not participating in the narrative are important during rehearsals.


Rehearsals help the narrator and the support cast to improve on their gestures, voice variation, facial expressions and stage movements. Rehearsals help the narrator and the support cast to introduce aspects in the narrative that make it interesting such as asking the audience rhetorical questions, song and dance, riddles, proverbs and even jokes or funny lines that are relevant to the narrative. The other members of the class who are not participating in the narrative are important during rehearsals. They help the narrators to internalise their lines, use appropriate gestures, facial expressions and voice variations. Their work is to correct mistakes and encourage the cast to improve. Their input can add value to the performance of the narrative. 1 can also rehearse during my free time at home as follows:Before a friend. Before a digital video recording device. Activity 4: Designing Props and Costumes for The NarrativeCan you recall? What is the importance of rehearsal? How are rehearsals conducted? Costumes are very important in a narrative. Costumes help us to know the setting of the story. The costume won by the narrator s helps us to identify who the main character is in the story. The costumes worn by the support cast help in enhancing the message in the story. They may also help us to understand who the other characters in the narrative are. In a narrative we use very few props. This is because the narrative relies more on telling the story or narrating. The props only enhance the telling of the story. VerseActivity 1: The Persona s Point of View and Meaning In A VerseThe persona is the voice speaking in a poem. Poets use the persona to express their viewpoints about certain issues in the society. In this poem, the poet has created a dog as a persona so as to criticise the inhuman treatment of domestic pets. The persona could also be seen symbolically as a domestic worker who is lamenting about the inhumane treatment he receives from his boss. We need to use empathy when reading a poem. When we put ourselves in the shoes of the persona, empathy helps us to understand the meaning of the verse. We get to know the meaning and point of view of the persona by paying attention to the words in the poem. The choice of words in a poem is called diction. The choice of words in a poem helps us to decide the facial expressions to be used to enhance the meanings of those words.


We get to know the meaning and point of view of the persona by paying attention to the words in the poem. The choice of words in a poem is called diction. The choice of words in a poem helps us to decide the facial expressions to be used to enhance the meanings of those words. The choice of words used helps us to decide on which gestures and dramatisation to be used on the selected words. Activity 2: Expressing the Performance Features of A verseCan You Recall? What is the importance of empathy when reading a verse? What is diction in a verse? What is tone? The performance of a verse begins with the script. The script must be poetic. It must have a poetic language with poetic devices. The voice is an important aspect of a verse performance. The voice is used to communicate the various emotions brought out in the verse. Voice variation is important as it creates variety and breaks the boredom created by using only one tone. Facial expressions are used to bring out the mood and emotions in the verse. They are determined by the words in the verse. Gestures are used to demonstrate actions in the verse. In a verse, we are encouraged to use minimal gestures and rely on the voice and face more for communication. Stage movements are important in a verse performance. In verse, performers move on stage for a reason. They do not just move unnecessarily. Activity 3: Rehearsing the VerseCan you recall? Define the following terms:Facial expressions. Voice variation. Tempo variation. Gestures. Body movement. Stage movement. Can you draw a rehearsal timetable like the one you drew for the narrative? Remember to allocate time for individual, group and team rehearsal. When rehearsing a verse, one needs to memorise and internalise a poem. For us to internalise the poem, we must put ourselves in the shoes of the characters in the verse and begin to feel like them. This is called empathy. We should also draw a lot from our own past experiences of a similar experience as the one the character in the verse is going through. These experiences help us to bring out the best feelings through the voice and the face. Meaningful gestures, body movements and stage movements are helpful in verse performance. We can rehearse in many ways as follows:Before our friends so that they can correct our errors. Before our classmates so that they can give us a feedback. We can record ourselves rehearsing then view and correct our mistakes.


We can rehearse in many ways as follows:Before our friends so that they can correct our errors. Before our classmates so that they can give us a feedback. We can record ourselves rehearsing then view and correct our mistakes. Activity 4: Performing the VerseCan you recall? How does one internalise a poem? How many ways of rehearsing can you recall? Before performance of a verse, casting has to be done. This is the selecting of the people who will perform the verse. The criteria for selecting those who perform a poem is based on the following:Voice quality. Ability to vary voice. Ability to use facial expressions. Ability to use gestures well. Flexibility in stage movement. When performing a verse, the following should be considered:Mastery of the poem. The use of voice to display the different emotions in the verse. The use of facial expressions to bring out the different moods in the poem. The use of relevant gestures. The use of relevant body movements. The use of relevant stage movements. Verses can be performed as solo verses or choral verses. Solo verses are performed by one person, while choral verses are performed by more than one person. SkitActivity 1: Describing Scenario, Milestones, Role PlayCan you recall? What is improvisation? What are milestones? What is a scenario? Role play takes place between two or more people who act out roles from a particular scenario. It builds self-confidence while handling the situations in life and making correct reactions to situations. Appreciating other peoples efforts enhances love and respect towards each other. Activity 2: Auditioning and Casting for A SkitCan you recall? What is role-play? What is the importance of role-play? Group ActivityGet the skit devised in Activity 1 to use for auditions. In your groups, select members that will represent you in the auditioning panel to select the best actors for the various roles and the support cast. Run the lines on the skit and select the best members to represent the group. Class ActivityAuditioning panel to sit at the front of the class. Actors are selected to present the part of the skit allocated to them. Using the scenarios given in the skits the panel finds the best possible talents for various roles. All the actors to demonstrate their suitability and skills. Members can also be given various other tasks to perform as they say a few lines.


Using the scenarios given in the skits the panel finds the best possible talents for various roles. All the actors to demonstrate their suitability and skills. Members can also be given various other tasks to perform as they say a few lines. Activity 3: Manipulating Voice, Body and Space in Delivery of a SkitPlot is the series of related events that take place before the audience. It brings out the storyline. Milestones show the issues, problems or conflicts being addressed in the skit from the onset to when they are resolved. Body language entails the use of non-verbal expressions. These are all the expressions that do not make use of words. For example, facial expressions, body movements and gestures. A lot of communication between humans is through the body and this must be well manipulated to bring out the right message. Voice should be well used so that the audience can hear and understand the actor. It should be loud enough and not too loud. Pitch should be as natural as possible. The pace in speaking is dictated by the response at hand. Tone is brought out through the use of words by the actor. Space: This includes the place where the action takes place. Actors need to be aware of not only their place on stage but also of the other actors so that they can interact well. Position on stage affects everything in a skit thus, it is of utmost importance to be aware of space and utilise it well. Rostrum and parts of the set can be used to create levels in a skit. All these help to develop the character and the story. Activity 4: Using of Props, Costumes and Make-Up to Enhance Performance of a SkitCan you recall? The importance of costumes. '. The importance of props in a skit. The importance of make-up. The importance of voice, body and space while acting. Rehearsing is practising a skit in preparation for a presentation. It involves going over or running through the lines. It involves learning lines, character work, warming-up, taking direction, staging and basically bringing everything together. Project: Rehearse the scripted skit in readiness for presentation.


It involves going over or running through the lines. It involves learning lines, character work, warming-up, taking direction, staging and basically bringing everything together. Project: Rehearse the scripted skit in readiness for presentation. KLB TOP SCHOLAR PERFORMING ARTS GRADE 7 NOTES TERM 3CRITICAL APPRECIATIONKENYAN FOLK MUSICActivity 1: Identifying Media of Performance, Components and Messages in Kenyan Folk MusicWatch performances of various Kenyan folk music and identify the medium of performance as:Vocal only. Vocal with instrumental accompaniment. Instrumental only. Watch performances of various Kenyan folk music and identify the components in them as:The performers soloist, respondents or dancers, instrumentalists . Songs. Instruments. Costumes, d cor and props. Dance movements. In groups, discuss the messages and values passed in Kenyan folk music. Activity 2: Describing the Style of Performance and Expressing Personal FeelingsWatch performances of Kenyan folk music and describe the styles as:Solo - involving only one person either singing or playing instrument s or both. Solo-response involves a soloist as a leader and a response group. Choral - involves group performing without a soloist. In groups, discuss personal feelings, mood and attitudes towards Kenyan folk music you have watched and listened to. Kenyan Folk DanceActivity 1: Analysing the Components of Kenyan Folk Dance PerformanceWatch various folk dances from different Kenyan communities and in groups, discuss the components in each of them:SongsVocal ornamentationInstrumental accompanimentPerformers soloist, singers or dancers Costumes and d corProps and artefactsDance steps, formations, patterns and transitionsWith the guidance of the teacher, discuss the messages and values passed through Kenyan folk dance performances. Group ActivityDescribe the sequence of events in a folk dance performance as:EntryMain partClimaxExit. Individual ActivitySelect one of the folk dance performances you have watched and write down a detailed report about it. The report should include the following:Title of the dance. Community of origin. Gender and age-group of performers. Occasion. Performers soloist, singers, dancers, instrumentalists . Style of performance solo, group . Vocal ornamentation. Costumes and d cor. Props and artefacts.


Vocal ornamentation. Costumes and d cor. Props and artefacts. Dance steps, movements, formations and transitions. NarrativeActivity 1: Appreciating the story of the narrativeCan you recall? What is a costume? What is a prop? What is the importance of costumes and props in a narrative? When appreciating a narrative, we begin by looking at the theme, a good theme addresses important issues that affect the people in the community. We also look at the storyline or plot of the narrative. We also look at how entertaining the narrative is. We also appreciate a narrative by looking at the language used. If the language is too difficult, then it becomes hard for us to understand and appreciate the narrative. Activity 2: Appreciating the Narrator S And the Narration TechniquesCan you recall? Do you remember all the narratives you have watched using a digital device? Do you remember the narrative that was performed by your classmates? There are three common narration techniques in Kenyan context used in narratives:Solo narration, where one narrator tells the story single-handedly from the beginning to the end. Tandem narration, where two narrators narrate the story together at the same time. Relay narration, where more than two narrators take turns to narrate the story. Unlike the tandem narration where two narrators speak at the same time, in relay narration each narrator waits for their turn to narrate. When a narrator s turn reaches, he or she is given a baton that allows them to narrate. A baton is anything that is handed over to the next narrator such as a walking stick, a school bags, a sweater. Good narrators use their voices to recreate the story afresh as well as hold the attention of the audience. They also use mimicry or imitation of the characters in the narratives. The narrators also communicate well using gestures, facial expressions, body movements and stage movements. Activity 3: Appreciating the Role of Costumes and Props as Well As The Audience in Narrative PerformancesCan you recall? List the three narration techniques or styles that were covered in the previous activity. Costumes define the main narrator of a narrative. The costume of the main narrator may help in identifying who the main character is in the story. The costumes of the support cast help in identifying the other characters in the story. Generally, costumes help us to understand the narrative. The props used in narratives enhance the story.


The costumes of the support cast help in identifying the other characters in the story. Generally, costumes help us to understand the narrative. The props used in narratives enhance the story. In narratives it is recommended that fewer props be used since the empbhasis is on narrating the story rather than dramatising. The audience plays a very important role in the performance of a narrative. The audience responds to the narrators in different ways:They may cheer, applaud, clap if the story reaches an exciting moment or if they are happy with what the main character is doing. They may jeer or boo if the main character does something irritating or unpleasant. They may sigh with relief if the main character manages to successfully go through a terrifying experience. They may nod their heads in agreement or shake their heads in disagreement. They may use facial expressions such as smiling at events they like, frowning at events they dislike or sneer at events they hate. They may join in song and dance depending on how interesting the narrator has been. They may also respond to questions posed or riddles thrown at them. VerseActivity 1: Evaluating A Verse Themes, Poetic LanguageCan you recall? What is the difference between a choral and a solo verse? What do we consider when performing a verse? What criteria do we use when selecting people to perform a verse? The process of appreciating verse begins with identifying the type of verse being performed. A solo verse is performed by one person. A choral verse is performed by more than one person. We also need to appreciate the verse by identifying the theme being addressed in the poem. We appreciate the poem more if the theme being addressed is about the issues affecting our community. This makes us to identify with the verse more. We appreciate a verse as a poem if the language used in it is poetic. We appreciate the language is poetic if we are able to identify poetic devices in it. Common poetic devices are repetition, rhyme, rhythm, alliteration, assonance, similes, metaphors and personification. Activity 2: Evaluating Verse Voice and CharactersCan you recall? Apart from the type of verse being presented, what else do we consider when appreciating a verse? We appreciate a verse to see whether the performers are projecting the voices or not. Voices that are well projected are said to be audible. Voice projection is not shouting. Shouting is irritating to the ear.


Voices that are well projected are said to be audible. Voice projection is not shouting. Shouting is irritating to the ear. Speaking very softly is also not pleasant to the ear since we strain to hear what is being recited. We appreciate a verse when there is voice variation. Voices are usually varied to communicate certain messages. The pitch can be either high or low depending on the message to be communicated. We appreciate verses by assessing whether there is speed variation in recitation. Speed variation means the performers recite very fast or very slowly at certain moments in the verse. They may recite very fast when they are celebrating or when there is a quarrel between two characters in the verse. They may recite slowly to show a sad mood or during a lamentation by one character. We appreciate a verse if we are able to identify the different characters speaking in the verse. In a solo verse, we may have only one character who takes many roles alone. In a choral verse, we have several characters doing different roles. Activity 3: Evaluating A Verse Using of Body and MovementsCan you recall? Give your teacher the answers to the home activity you did previously. We appreciate a verse by looking at how the performers use different facial expressions to show different moods in the verse. We appreciate a verse by looking at how the performers use gestures to communicate different messages. We appreciate a verse by looking at how the recitors use body movements to communicate important messages. We appreciate a verse by looking at how the performers use stage movements, and how important those movements are in communicating the message to the audience. SkitActivity 1: Evaluating Plot and Thematic Concerns in A SkitCan you recall? What is a plot in a skit? What is a theme in a skit? In evaluation of plot, check if the plot has communicated the message effectively. Conflict in a skit should be resolved. Thematic concerns should be contemporary and should bring out desired moral values. Activity 2: Evaluating Character Development, Use of Body, Voice and Space to Communicate Message in SkitCan you recall? What do you look for in evaluating a plot in a skit? What do you look for in evaluating them in a skit? Character s physical voice and energy levels must be appropriate for character roles. Stage space must show different locations and actions. Activity 3: Evaluating Role of Costume and Make-Up in Depicting CharacterCan you recall?


Character s physical voice and energy levels must be appropriate for character roles. Stage space must show different locations and actions. Activity 3: Evaluating Role of Costume and Make-Up in Depicting CharacterCan you recall?How do you evaluate character?How do we appreciate use of body, voice and space in a skit?We appreciate the use of costumes, props and make-up when they help to define or depict the intended character effectively. PERFORMING ARTS IN SOCIETYPerforming Arts in SocietyActivity 1: Social and Economic Roles of Performing Arts in The SocietyPerforming Arts is a medium of expression, knowledge and understanding for an individual and the society. Performing Arts is a tool that is reflective of the society. It teaches society about itself and can be used to educate people about their current situation. Performing Arts provides us with an opportunity to engage the mind, body and emotions, and to explore and express our talents. It boosts creativity and innovativeness. It promotes physical and personal development. It promotes self-confidence and self-belief. It fosters trust between participants. It unifies people across regions. It creates cultural awareness. Performing Arts is a career opportunity for singers, actors, comedians, dancers and other performers. It promotes tourism as visitors watch presentations from different cultures. Activity 2: Using Performing Arts to Address Pertinent and Contemporary IssuesPerforming Arts helps the learner to relate with real issues and challenges in the society and equips them with skills and knowledge on how to solve them. Performing Arts provides a platform to address difficult issues in the society. Some of these issues could be gender violence, racism, marginalization, disability, and politics. Performing Arts can be used to instill values like integrity, responsibility, respect, peace, and unity. Performing artists can reach a wider audience by collaborating with the broadcast media to air their works. They can also record them in studios and distribute to the general public. Activity 3: Making Connections Between Performing Arts and Real Life SituationsPerforming Arts has physical and emotional benefits to the participants. It encourages us to make meaningful and open communication even when faced with difficult situations in life. Participating in Performing Arts boosts one s confidence, enabling one to contribute ideas, views and personal feelings in every day interactions.


Nutrition security Nutrition security means consistent access, availability, and affordability of foods and beverages that promote well-being, prevent disease, and, if needed, treat disease, particularly among racial ethnic minority, lower income, and rural and remote populations including Tribal communities and Insular areas. Kitchen garden Kitchen garden is the growing of fruits and vegetables at the backyard of house by using kitchen waste water. Otherwise called as Home garden or Nutrition garden or Kitchen gardening or Vegetable gardening. Advantages of Kitchen garden : Supply fresh fruits and vegetables high in nutritive value.tyReasons For Kitchen Garden 1.Clean air: Your balcony, terrace or courtyard can become your green lungs amidst the dust and dirt around you. The more you plant, the more fresh air with good oxygen you get. 2.Herbs detox: Herbs are quite essential in our food which helps in detoxifying and healing properties in our body. Few herbs and plants that are easy to maintain in kitchen garden are: lemon grass, coriander, cilantro, mint, tulsi, celery, fenugreek, spinach. 3.Aesthetics matter: Plants make your home greener, more peaceful, uplift your mood and make you feel more positive. 4. Stay grounded: Modernisation uproots us from the mother earth. As the ancient sages say, our body is made of five components that includes earth, water, ether, air and fire. So it is very important to stay connected with earth. 5.Organic vegetables: Growing own fruits and vegetables can offer the opportunity to reduce the amount of pesticides that are used commercially, making them healthier6. Compost your waste: Plant fertilisers, made by decaying organic materials, like kitchen wastes, will help your plants grow faster, while helping you to get rid of your garbage 7.Cheap and easy: Kitchen gardens can help you grow things at home and bring down the need to buy from the market, hence, save money on food purchase. 8.Recycle and use: You can recycle vegetables in your kitchen garden. For example, you can collect your unwanted vegetables and make compost for it and use it again for compost, growing new vegetables and herbs. 10. Health friendly: It is a great way to engage the whole family in physical activity. Gardening is known to reduce levels of stress hormones. Crops for kitchen garden Seeds or seedlings.


Health friendly: It is a great way to engage the whole family in physical activity. Gardening is known to reduce levels of stress hormones. Crops for kitchen garden Seeds or seedlings. Common foods to grow include leafy greens such as spinach, leafy onions, sukumawiki, lettuce, tomatoes, terere, strawberries, herbs-mint, dhania, broccoli, cauliflower and even potatoes. Types of kitchen gardens. 1. Hanging kitchen gardens in Kenya Hanging kitchen gardens are perfect for small spaces or if you want to save on countertop space. Herbs and leafy greens do well in hanging gardens, as they don t need a lot of root room to grow. Just make sure to water your plants regularly so the soil doesn t dry out. Advantages: Offers a unique decoration for your kitchen Gives you the opportunity to grow your own herbs and spices Saves counter space Provides fresh air Can be a fun project for the whole family Cons: Requires regular watering May attract pests Must be positioned in a sunny spot Limited growing space Requires some initial set-up 2. Container kitchen gardens in KenyaContainer gardening is another great option for small spaces or those who want to move their garden around easily. You can use just about any type of container from pots and barrels to old wheelbarrows as long as it has drainage holes. Be sure to choose plants that are well-suited for container gardening, such as tomatoes, strawberries, and peppers. Advantages: They are less expensive than in-ground gardens. Are easier to set up and take care of. They can be placed almost anywhere, including on patios, decks, and balconies. Can help to save water since the soil is not exposed to the elements. They can produce a lot of food in a small space. Cons: The plants may not get enough sunlight if they are placed in a shaded area. The roots may become entangled if the containers are placed too close together. The plants may become stressed if they do not have enough room to grow. The soil may need to be replaced more often than in an inground garden. There is a greater risk of pests and diseases with container gardens than with in-ground gardens in Kenya. 3. Raised bed kitchen gardens in Kenya Raised beds are a great way to grow a variety of vegetables, herbs, and fruits.


There is a greater risk of pests and diseases with container gardens than with in-ground gardens in Kenya. 3. Raised bed kitchen gardens in Kenya Raised beds are a great way to grow a variety of vegetables, herbs, and fruits. They re perfect for small spaces or areas with poor soil quality. Just be sure the bed is at least 6 inches deep so roots have enough room to grow. Also, make sure the sides of the bed are tall enough so you can reach in without stepping on your plants this will help prevent compacting the soil . Advantages: They take up less space than traditional gardens, so they re perfect for small yards or patios. The soil in raised beds warms up faster in the spring, so you can plant earlier. You can control the quality of the soil more easily, so your plants will be healthy and thrive. Because they re elevated, raised beds are easier on your back and knees when you re gardening. They re also more attractive than traditional gardens, so they can enhance the curb appeal of your home. Cons: They can be more expensive to set up than traditional gardens, since you ll need to buy lumber and soil. They require more watering than traditional gardens, since the soil tends to dry out quicker. The soil in raised beds can also get too hot in the summer, which can damage plants or hinder their growth. 4. In-ground kitchen gardens in KenyaIn-ground gardens are the most traditional type of kitchen garden. If you have the space, an in-ground garden is a great way to grow a large variety of plants. Be sure to choose soil that s well-suited for your climate and plant choices. For example, if you live in an area with hot summers, opt for sandy soil that will drain well and won t bake your plants in the heat. Advantages: You can design them to fit your specific needs and the space you have available. They can include features such as built-in irrigation and drainage systems. You can choose from a wide variety of plants to grow. They can be beautiful and add curb appeal to your home. They can increase your property value. Cons: They require more initial investment than above-ground gardens. They require more maintenance than above-ground gardens. They are subject to soil erosion and compaction if not properly cared for.


Cons: They require more initial investment than above-ground gardens. They require more maintenance than above-ground gardens. They are subject to soil erosion and compaction if not properly cared for. They can attract pests and diseases if not properly managed. They may require special permits or permission from your homeowner s association or local government. 5. Indoor kitchen gardens: If you don t have any outdoor space or if you want to extend your growing season, consider starting an indoor kitchen garden in Kenya. Many vegetables, herbs, and fruits can be grown indoors with the right setup. Just make sure you choose a sunny spot in your home and use to grow lights if needed. ADVANTAGES: No pests or bad weather to ruin your plants! You can grow a wide variety of plants indoors. Indoor gardens are low maintenance. They can add color and life to any room. You can control the environment, making it ideal for growing delicate plants. CONS: Not all plants will do well indoors. You need adequate lighting to grow indoor plants successfully. Some plants require a lot of space, so they may not be suitable for small homes or apartments. Indoor gardens can be expensive to set up, especially if you need to buy special equipment like grow lights. If you re not careful, your indoor garden can become a breeding ground for mould and mildew. 6. Potager kitchen gardenA Potager is a type of kitchen garden that s designed for both beauty and function. These gardens are typically laid out in a symmetrical or geometric pattern and often feature ornamental plants as well as edible ones. If you have the space, consider adding a small pond or fountain to your potager this will not only add to its visual appeal but also provide a home for beneficial insects like dragonflies and frogs. PRO: A potager kitchen garden is a great way to have fresh herbs and vegetables right at your fingertips. They are also visually appealing and can add a touch of beauty to your yard or patio. They are easy to care for and don t require a lot of space. Potager kitchen gardens in Kenya are also great for entertaining since they can be used as a conversation piece. They are also a great way to get kids interested in gardening and eating healthy.


They are easy to care for and don t require a lot of space. Potager kitchen gardens in Kenya are also great for entertaining since they can be used as a conversation piece. They are also a great way to get kids interested in gardening and eating healthy. CONS: The biggest con of having a potager kitchen garden is that it can be costly to set up. They also require regular maintenance in order to keep them looking their best. If you have pets, you ll need to be careful that they don t dig in the garden and disturb the plants. Bad weather can also damage your potager kitchen garden 7. Permaculture kitchen garden Permaculture is all about working with nature instead of against it. In a permaculture kitchen garden in Kenya, plants are grown close together so they can support each other for example, tall plants may provide shade for shorter ones . Companion planting is often used in permaculture gardens, which means different types of plants are planted next to each other to deter pests or improve yields. For example, garlic repels many common insect pests so it could be planted near tomatoes or cabbage just make sure you don t plant too much of any one thing as this can throw off the balance . Advantages: A permaculture kitchen garden can provide a family with most of their fresh produce needs year-round. These types of gardens in Kenya are designed to be lowmaintenance, meaning less work for the gardener. The use of companion planting and other natural methods means that permaculture gardens are typically more pest and disease resistant than conventional gardens. Water usage is often much lower in permaculture gardens due to the use of mulch and other water-conserving techniques. Permaculture gardens can be beautiful, incorporating edible plants into the design. Cons: Permaculture gardens can take some time to establish, especially if you are starting from scratch. You may need to learn some new gardening techniques if you want to start a permaculture kitchen garden. You may need to make some changes to your cooking habits if you want to make the most of your permaculture garden. 8. Vertical kitchen garden in KenyaA vertical garden is a great way to save space and grow a variety of plants. There are many different ways to create a vertical garden, from trellises and lattices to hanging baskets and shelves.


8. Vertical kitchen garden in KenyaA vertical garden is a great way to save space and grow a variety of plants. There are many different ways to create a vertical garden, from trellises and lattices to hanging baskets and shelves. Just make sure you choose plants that are appropriate for the type of support you re using. For example, vines will need something to climb on while smaller herbs or leafy greens can be grown in shallow containers without much root room. Advantages: You can grow a lot of plants in a small space. The plants get more sun than they would if they were on the ground. You can control the environment around the plants more easily. It looks cool. You can use the water that drains from the plants to water other plants. Cons: You have to water the plants more often because they dry out faster. The plants are more susceptible to pests and diseases. If you don t have a good support system, the plants can fall over and die. It can be difficult to harvest the plants. You have to be careful not to overwater the plants, or they will rot. 9. Hydroponic kitchen garden in Kenya Hydroponics is a method of growing plants in water instead of soil. This can be done with just about any type of plant, but it s especially well-suited for leafy greens like lettuce and spinach which don t need deep roots . Hydroponic gardens in Kenya are often used indoors since they take up very little space and can be controlled more easily than outdoor gardens for example, you can adjust the temperature and humidity levels . Advantages: They are very space efficient since the plants are grown vertically in a small footprint. They can be set up indoors, so even if you live in an apartment you can still grow your own food. Hydroponically grown plants tend to be more nutrient-dense than soil-grown plants, so you get more bang for your buck, nutritionally speaking. Since hydroponic gardens use less water than traditional gardens, they are more environmentally friendly. They are also less likely to attract pests and diseases since the plants are not growing in dirt. Cons: There are some drawbacks to hydroponic kitchen gardens as well: They can be expensive to set up, depending on the size and complexity of the system you choose.


Since hydroponic gardens use less water than traditional gardens, they are more environmentally friendly. They are also less likely to attract pests and diseases since the plants are not growing in dirt. Cons: There are some drawbacks to hydroponic kitchen gardens as well: They can be expensive to set up, depending on the size and complexity of the system you choose. They require some basic knowledge of plant nutrition and physiology in order to be successful. If not properly maintained, hydroponic gardens can become breeding grounds for mould and other pathogens. 10. Staircase kitchen garden in KenyaA staircase garden is a type of vertical garden that s perfect for small spaces. These gardens are typically built on staircases or other types of raised platforms. Plants are grown in shallow containers, which can be placed close together to save space. Be sure to choose plants that don t need deep roots, such as herbs and leafy greens. ADVANTAGES: A staircase kitchen garden is a great way to make use of vertical space. Staircase kitchen gardens in Kenya are perfect for small spaces. They are easy to build and maintain. Staircase kitchen gardens are aesthetically pleasing. They can be used to grow a variety of plants and vegetables. CONS: Staircase kitchen gardens can be expensive to build. They require a lot of maintenance. The stairs can be dangerous if they are not built properly. They can be difficult to access for people with disabilities. Pests and diseases can easily spread in a staircase kitchen garden. 11. Simple drip garden12. Tyre kitchen garden 13. Multi storey kitchen garden14. Food robe kitchen garden15, Sack kitchen garden16. Wick irrigation kitchen garden17. Moist bed kitchen garden 18. Aquaponics kitchen garden19. Yard small kitchen garden20. Cone kitchen garden 21. Micro-kitchen gardenStarting a kitchen garden To start a kitchen garden in Kenya, you will need to find a sunny spot in your yard and prepare the soil. You can then choose what vegetables or herbs you would like to grow. Once you have chosen your plants, you will need to plant them in the prepared soil and water them regularly. Step 1: Find a sunny spot in your yard and prepare the soil.


You can then choose what vegetables or herbs you would like to grow. Once you have chosen your plants, you will need to plant them in the prepared soil and water them regularly. Step 1: Find a sunny spot in your yard and prepare the soil. You will need to find an area in your yard that gets a lot of sunlight. Then, you will need to till the soil and add some compost or manure. Step 2: Choose what vegetables or herbs you would like to grow. Decide which plants you want to grow in your garden. Some popular choices include tomatoes, peppers, carrots, and lettuce. You can also choose to grow herbs such as basil or oregano. Step 3: Plant your seeds or seedlings. Plant the seeds or seedlings in the prepared soil and water them regularly. You will need to keep an eye on your plants and make sure they have enough water and sunlight. Harvest your vegetables or herbs when they are ready! What are the benefits of growing a kitchen garden in Kenya? There are many benefits to growing a kitchen garden. Some of these include: Getting fresh fruits, vegetables, and herbs that are pesticide-free Saving money by not having to buy produce at the grocery store Having a relaxing hobby that gets you outside in the fresh air Improving your physical health by getting exercise while gardening Boosting your mental health by reducing stressWhat are the best types of vegetables and fruits to grow in a kitchen garden? FOOD AND NUTRITION COOKING STARCHY CARBOHYDRATES https: www.youtube.com watch?v r9ZrT5vtVv0 Why is food cooked? Food may be contaminated with harmful microbes that can cause disease. The high temperature involved in cooking brings about chemical changes in food and kills these microbes. Cooking also makes food easier to digest and improves the food s appearance, texture and flavour. These are a few examples of ways to cook food, and notice that all of these methods involve heating the food to a high temperature: Baking Boiling Steaming Grilling FryingHeat transfer when cooking During cooking, heat is transferred from the source of heat to the food through conduction e.g. grilling steak on a grilling pan sitting on a stove , convection e.g. running cold water over frozen food to speed up thawing process and or radiation roasting marshmallow over fire .