Watsapp 0711299730

Grade 3 Rationalized Creative Arts Notes

Term 1

TOPIC 1: CREATION AND EXPLORATION

Painting

Kenyan musical instruments

Stringed musical instruments

• These are musical instruments that have strings.

• String instruments are played by plucking or rubbing strings
• A string instrument can have one,two or more number of strings.
• There are different types of string instruments found among the Kenyan communities.
• Fiddles are string instruments that have one or two strings

Examples of Kenyan single stringed musical instruments are and the community they come from;

Fiddle Community
Orutu Luo
Mbeve Kamba
Ekegogo Abakuria
Mwazigizi or zeze Taita
Ageregeret Teso
Ishiriri Abaluhya
 Wandindi Kikuyu
Kimeng'eng Kalenjin
Ong’eng’eng or Otere Abagusii

Parts of a single stringed musical instrument and their functions.

1. Arm/ Neck _ for holding and supporting the instrument when playing.
2. String _ it is plucked to produce sound
3. Resonator _ makes the sound louder.
4. Membrane/ skin _ used to cover the resonator.
5. Bridge _ used to make the sound clearer by separating the string from the skin or membrane.
6. Bow _ used to play the instrument.

Painting

Painting is the application of colours on a surface.

Painting a single stringed musical instrument.

Materials needed

Colours,paints,brushes,water,pencils, manilla papers.

Procedure

1. Guide learners into groups.

2. Learners to collect the needed materials earlier before the lesson.
3. Learners to draw a single stringed musical instrument on a manilla paper.
4. Guide learners to get the paints ready by mixing paints with water.
5. Let learners use brushes or improvised brushes to apply paints on the picture.
6. Guide learners to use different colours to paint different parts of the single string musical
instrument.
7. Guide learners to take the painted surface on the sun to dry.
8. Each group to display their work in class.
9. Let learners look at the painted pictures and talk about them.

Improvising a single stringed musical instrument

Materials needed: a small plastic tin,a long stick,,a wire or strings,small skin or hide,

Procedure

1. Collect tools and materials

2. Make the arm or neck using the stick
3. Make holes through the plastic tin
4. Fix the arm or neck to the tin through the holes
5. Cover the open tin with a skin or a hard nylon paper to make a resonator.
6. Fix the string using the wire
7. Prepare the badge using a small piece of wood
8. Prepare the bow
9. Tune and play to test

Appreciating stringed musical instruments

• Stringed instrument comes in a variety of sizes hence children can also learn how to play.
• Orchestra music which is mostly western culture cannot be performed without stringed
instruments
• Playing stringed instruments enhances enjoyment of music.

Rhythm
Rhythm refers to the pattern of sounds and silences that occur over time. It is the element of music that
creates a sense of movement and forward momentum and is always described as the heartbeat or pulse
of a piece of music.

Simple rhythmic patterns

Sing and clap the beat of the song ' Ten little Indians’

One little two little three little Indians

Four little five little six little Indians

Seven little eight little nine little Indians

Ten little Indian boys

Beat

A beat is the pulse of music.

When beats and rests are organized into pattern ti becomes a rhythmic pattern

Clap the syllables of the song ‘Ten little Indians’

One little two little three little Indians’

Four little five little six little Indians

Seven little eight little nine little Indians

Ten little Indian boys

• Beats can be short or long, for example;-

In the song Ten little Indians’

One li- ttle two li- ttle three li- ttle in- dians

One is a long beat.

Li- ttle has two short beats

Two is a long beat

In-dians has two short beats

Activity

Sing and clap the rhythmic pattern of Ten little Indians’ observing the long beat and the short beats.

• A long beat has one clap,

• Short beat has two short claps

One li-ttle two li-ttle three li-ttle in-dians

Four li-ttle five li-ttle six li-ttle in-dians

Seve li-ttle eight li-ttle nine li-ttle in-dians

Ten li-ttle in-dians boys

Group activity

Perform the song Ten little Indians’in groups

Guide learners into three groups

Group 1 to sing the song

Group 2 to play the beats by just clapping steadily

Group 3 to clap the rhythmic pattern by observing long beats and short beats in the song.

Appreciating simple rhythmic patterns in music

• Rhythm is the foundation of all music and is essential for creating structure and movement.
• Practicing rhythmic patterns and movement help develop fine motor skills,hand eye
coordination and overall physical coordination.
• Rhythm gets our body moving, guides us through the tune and communicates the emotions of
the piece of music.

Melody

Melody is a series of different tones or sounds in a piece of music.

The Notes are played or sung one after another to make up a song.

The tones in a melody may be low or high.

The highness or lowness of a tone is called pitch

Melody is the tune or musical line or notes that our brains hear as one unit.

Melody variation.

Melody variation is when music is repeated in an altered form.

For example a composer might repeat melody or music in a different key,or play it with a different
rhythm

Music can be made more interesting by changing it’s rhythm or it’s pitch.
Improvising a simple melody variation

Guide learners to sing a familiar song like ' Baa baa black sheep '

Baa baa black sheep.

Have you any wool,

Yes sir,yes sir,

Three bags full.

One for my master,

And one for my dame,

And one for the little boy,

Who lives down the land.

Let learners make variation of the song Baa baa black sheep ' by singing with different pitches in groups.

Guide learners into groups and organize them to sing Baa baa black sheep, in turns.

Let learners sing the song with different pitches (high or low) to create melody variation.

Learners record the new song with variations in groups.

Appreciating melody variation in music

• Melody variations maintains the flow of music

• Make the music more dynamic and interesting
• Melody variation captures and holds listeners attention.

TOPIC 2: PERFORMING AND DISPLAY

D and pulling

Pushing

Pushing is a controlled forceful action performed against an object/obstacles/ partners body to move
the body away from the object or move the object in a preferred direction by applying fire to it.

Pulling
Pulling is a controlled movement and forceful action that brings an object closer to the body or the body
closer to the object. When pulling causes the body to move, followed by the object being pulled,it is the
pulling force that causes the body to follow the body.

A combination of pushing and pulling can be fun for the learner and should be arranged in progression
with regard to level of difficulty.

A signal may be used to prompt learners to change from one movement.

Teaching points for pushing

• Start from a staggered position for balance/ broad foot base

• Lower the body’s center of gravity
• Direct the line of force towards the object
• Keep the body in alignment as much as possible,do not bend the waist, and aim for a forceful
push
• Push should be controlled and firm.
Staggered position in pushing
 Pictures showing pushing technique

Pulling

• Get a comfortable grip of the object or target

• Broaden the base by standing in a a staggered position.
• Lower the center of gravity by lowering the body.
• Vertical axis of the body provided a line of force away from the object.
• Pulling should be controlled with minimal jerking and tugging.
• Gather force and pull steadily
Activities involved in pulling and pushing

1. Pulling and pushing imaginary things

• Demonstrate to learners pulling and pushing imaginary objects up and down from the
sky and varying speed.
• Learners are freely within the marked area. They reached for the sky and imaginary
objects downwards towards the body. They should vary the speed of the pull from
slowly and steadily then quickly. They can repeat several times changing to face another
direction.
• After sometime they change to pushing imaginary upwards to the sky away from the
body. They push imaginary light objects fast,then change to to imaginary heavy object.
End of term 1 work Notes
WhatsApp 0711299730 for term 2 notes