DOYEN PUBLISHERS

JUNIOR SCHOOL GUIDE

NOTES

CREATIVE ARTS & SPORTS

GRADE 8

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Table of Contents
NATIONAL GOALS OF EDUCATION IN KENYA ..................................................................................................... 8
LEARNING OUTCOMES FOR JUNIOR SCHOOL ................................................................................................. 10
ESSENCE STATEMENT ............................................................................................................................................... 11
SUBJECT GENERAL LEARNING OUTCOMES ..................................................................................................... 12
1. FOUNDATIONS OF CREATIVE ARTS AND SPORTS ............................................................................................ 13
1.1. ROLES OF CREATIVE ARTS AND SPORTS ..................................................................................................... 13
1.2. Social roles of Creative Arts and Sports in the society ......................................................................................... 13
1.3. Economic roles of Creative Arts and Sports in the society ................................................................................... 13
1.4. Creating backgrounds ............................................................................................................................................. 13
1.5. Painting background techniques ............................................................................................................................ 13
1.6. Procedure of preparing the background surface by painting .............................................................................. 14
1.7. Making a photographic storyboard........................................................................................................................ 14
1.8. Factors to consider when making a storyboard .................................................................................................... 14
1.9. COMPONENTS OF CREATIVE ARTS AND SPORTS ...................................................................................... 15
1.10. Elements of a verse ................................................................................................................................................. 15
1.11. Endurance and agility ............................................................................................................................................ 15
1.12. Safety measures for endurance and agility activities .......................................................................................... 15
1.13. Performing activities that enhance endurance - Star Jumps ............................................................................. 16
1.14. Performing activities that enhance endurance - Side-to-Side squat jumps ...................................................... 16
1.15. Performing activities that enhance endurance - Push-ups ................................................................................. 16
1.16. Performing activities that enhance endurance - Leg Lifts ................................................................................. 16
1.17. Performing activities that enhance agility - Shuttle run..................................................................................... 16
1.18. Performing activities that enhance agility - Lateral jumps ................................................................................ 17
1.19. Performing activities that enhance agility - T-drill ............................................................................................. 17
1.20. Performing activities that enhance agility - High knee run on agility ladder................................................... 17
1.21. THE BASS STAFF ................................................................................................................................................. 17
1.22. Drawing a bass staff ............................................................................................................................................... 18
1.23. Note values on a staff ............................................................................................................................................. 18
1.24. Naming pitches on a bass staff .............................................................................................................................. 18
1.25. Ledger lines............................................................................................................................................................. 19
1.26. Piano keyboard....................................................................................................................................................... 19
1.27. Accidentals .............................................................................................................................................................. 19
1.28. Grouping music notes in 𝟑𝟒 time.......................................................................................................................... 20
1.29. Constructing diatonic major scales of F, B flat, E flat and A flat on treble and bass staff .............................. 20
1.30. The scale of F Major .............................................................................................................................................. 21
1.31. The scale of B flat major........................................................................................................................................ 22

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2. CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS ............................................................... 24
2.1. DRAWING AND PAINTING .................................................................................................................................. 24
2.2. Dominance of a picture ............................................................................................................................................ 24
2.3. Ways in which dominance might appear in an image........................................................................................... 24
2.4. Complementary colors on a color wheel ................................................................................................................ 24
2.5. Painting a colour wheel to represent complementary colours ............................................................................. 25
2.6. Color gradation strip ............................................................................................................................................... 26
2.7. Illustrating a gradation strip for colour contrast .................................................................................................. 27
2.8. Still life compositions ............................................................................................................................................... 28
2.9. Painting a still life composition to express dominance.......................................................................................... 28
2.11. RHYTHM ............................................................................................................................................................... 29
2.12. Writing rhythmic patterns involving tied and dotted notes in 𝟐𝟒, 𝟑𝟒 and 𝟒𝟒 ................................................. 29
2.13. Describing 𝟑𝟒 time in music.................................................................................................................................. 30
2.14. Grouping notes in 𝟑𝟒 time .................................................................................................................................... 30
2.15. Writing rhythmic patterns from dictation ........................................................................................................... 31
2.16. Composing rhythms using repetition of note values ........................................................................................... 31
2.17. Composing rhythms using variation of tone values ............................................................................................ 31
2.18. Performing four-bar rhythmic patterns in 𝟑𝟒 time ............................................................................................ 31
2.19. MIDDLE DISTANCE RACES AND MONTAGE .............................................................................................. 32
2.20. Middle distance races............................................................................................................................................. 32
2.21. Take‑off position ..................................................................................................................................................... 32
2.22. Safety measures to observe when participating in middle-distance races ........................................................ 33
2.23. Performing middle distance races: Standing start .............................................................................................. 33
2.24. Performing middle distance races: Pacing .......................................................................................................... 33
2.25. Performing middle distance races: Stride Length .............................................................................................. 33
2.26. Performing middle distance races: Recovery ...................................................................................................... 34
2.27. Practicing middle distance race skills: Standing start ........................................................................................ 34
2.28. Practicing middle distance race skills: High knee skip....................................................................................... 34
2.29. Practicing middle distance race skills: Pacing..................................................................................................... 34
2.30. Practicing middle distance race skills: Recovery ................................................................................................ 34
2.31. Mini-athletics event ................................................................................................................................................ 35
2.32. Montage .................................................................................................................................................................. 35
2.33. Mounting surfaces .................................................................................................................................................. 35
2.34. Characteristics of a montage composition ........................................................................................................... 35
2.35. Creating a montage composition inspired by athletes running ......................................................................... 36
2.36. MELODY................................................................................................................................................................ 36
2.37. Identifying question and answer phrases in given melodies .............................................................................. 36

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2.38. Describing methods of creating a melody ............................................................................................................ 37
2.39. Question and answer phrases ................................................................................................................................ 37
2.40. Musical phrases in melody .................................................................................................................................... 37
2.41. Composing a 2-bar answering phrase to a given 2-bar opening phrase ........................................................... 37
2.42. Techniques of extending a melody: Exact repetition........................................................................................... 37
2.43. Techniques of extending a melody: Varied repetition ......................................................................................... 38
2.44. Composing a 4-bar melody in G-major in 𝟑𝟒 time ............................................................................................. 38
2.45. Procedure of composing a 4-bar melody in G-major in 𝟑𝟒 time ....................................................................... 39
2.46. Sight reading guide for G major melodies ........................................................................................................... 39
2.47. NETBALL .............................................................................................................................................................. 40
2.48. Passes in netball...................................................................................................................................................... 40
2.49. Safety measures in netball ..................................................................................................................................... 40
2.50. Performing passes in netball: Overhead passes .................................................................................................. 40
2.51. Performing passes in netball: ................................................................................................................................ 41
2.52. Practising passes in netball: Overhead pass ........................................................................................................ 41
2.53. Practising passes in netball: Chest pass ............................................................................................................... 41
2.54. Practising chest pass and overhead pass in netball ............................................................................................. 41
2.55. Dodging and marking in netball ........................................................................................................................... 42
2.56. Performing dodging ............................................................................................................................................... 42
2.57. Practising dodging.................................................................................................................................................. 42
2.58. Performing marking in netball ............................................................................................................................. 43
2.59. Practice marking in netball ................................................................................................................................... 43
2.60. Footwork skills in netball ...................................................................................................................................... 43
2.61. Performing footwork skills in netball: Single foot landing ................................................................................ 44
2.62. Performing footwork skills in netball: Double landing ...................................................................................... 44
2.63. Performing footwork skills in netball: Pivoting .................................................................................................. 45
2.64. Practicing footwork skills in netball: Single foot landing................................................................................... 45
2.65. Practicing footwork skills in netball: Double landing ........................................................................................ 45
2.66. Practicing footwork skills in netball: Pivoting .................................................................................................... 46
2.67. Mini netball game................................................................................................................................................... 46
2.68. FABRIC DECORATION ...................................................................................................................................... 46
2.69. Fabrics decorated using tie and dye and stencil printing ................................................................................... 46
2.70. Preparation of the fabric ....................................................................................................................................... 46
2.71. Natural dye ............................................................................................................................................................. 47
2.72. Preparation of natural dye .................................................................................................................................... 47
2.73. Decorating fabric using the pleating method....................................................................................................... 47
2.74. Stencil printing ....................................................................................................................................................... 48

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2.75. Printing alternate patterns on a fabric using a stencil ........................................................................................ 48
2.76. Tote bag ................................................................................................................................................................... 49
2.77. Making a simple tote bag....................................................................................................................................... 49
2.78. DESCANT RECORDER ....................................................................................................................................... 51
2.79. Playing note E on a descant recorder ................................................................................................................... 51
2.80. Playing note F# on a descant recorder .................................................................................................................. 51
2.81. Playing note G’ on a descant recorder ................................................................................................................. 51
2.82. Embouchure and blowing...................................................................................................................................... 52
2.83. Tonguing and slurring techniques ........................................................................................................................ 52
2.84. Interpreting performance directions .................................................................................................................... 53
2.86. Preparing a music solo performance .................................................................................................................... 53
2.87. VERSE .................................................................................................................................................................... 54
2.88. Structure and imagery of a verse .......................................................................................................................... 54
2.89. Sound and diction of a verse ................................................................................................................................. 54
2.90. Composing a verse to address an issue in the society.......................................................................................... 55
2.91. Performing a verse before an audience ................................................................................................................ 55
2.92. VOLLEYBALL ...................................................................................................................................................... 55
2.93. Safety measures to observe when playing volleyball........................................................................................... 56
2.94. Serving the ball using overarm serve ................................................................................................................... 56
2.95. Practising overarm pass in volleyball ................................................................................................................... 56
2.96. Performing the volleying skill in volleyball ......................................................................................................... 57
2.97. Practising the volleying skill in volleyball ............................................................................................................ 57
2.98. Mini volleyball game .............................................................................................................................................. 57
2.99. KENYAN FOLK DANCE ..................................................................................................................................... 58
2.100. Classification of Kenyan folk dances .................................................................................................................. 58
2.101. Performing a folk song from a Kenyan community.......................................................................................... 58
2.102. Gathering and improvising instruments, props and costumes ........................................................................ 59
2.103. Rehearsing the selected kenyan folk dance ........................................................................................................ 59
2.104. Performing the folk dance before an audience .................................................................................................. 60
2.105. INDIGENOUS KENYAN CRAFT ..................................................................................................................... 60
2.106. Coil technique ....................................................................................................................................................... 60
2.107. Natural and synthetic recyclable materials used in basketry........................................................................... 61
2.108. Preparing sisal as a natural fiber ........................................................................................................................ 61
2.109. Dyeing technique .................................................................................................................................................. 61
2.110. Making a mat using coil technique ..................................................................................................................... 62
2.111. Making a simple tray using the coil technique................................................................................................... 63
2.112. SWIMMING ......................................................................................................................................................... 63

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 2.113. Water treading ...................................................................................................................................................... 63
2.114. Safety measures to observe while participating in swimming activities .......................................................... 63
2.115. Performing water treading skill in swimming ................................................................................................... 63
2.116. Practising water treading skill in swimming...................................................................................................... 64
2.117. Inverted breaststroke ........................................................................................................................................... 65
2.118. Performing inverted breaststroke in swimming ................................................................................................ 65
2.119. Practising inverted breaststroke in swimming .................................................................................................. 66
2.20. Combining the Skill of Water Treading and Inverted Breaststroke .................................................................. 66
2.221. KENYAN INDIGENOUS GAMES .................................................................................................................... 67
2.222. Tagging games ...................................................................................................................................................... 67
2.223. Safety measures to observe when participating in indigenous tagging games ............................................... 67
2.224. Performing indigenous tagging games: Chako.................................................................................................. 67
2.225. Performing indigenous tagging games: Ngoroti Kongolo ................................................................................ 68
2.226. Performing indigenous tagging games: Kiwone'ge ........................................................................................... 68
2.227. Performing indigenous tagging games: Kalongo .............................................................................................. 69
2.228. Performing indigenous tagging games using musical rhythm for coordination ............................................ 69
2.229. Benefits of engaging indigenous tagging games................................................................................................. 69
3. APPRECIATION IN CREATIVE ARTS AND SPORTS ............................................................................................ 71
3.1. Analysis of Creative Arts and Sports ...................................................................................................................... 71
3.2. Showcasing artworks for appreciation ................................................................................................................... 71
3.3. Preparation of display area ..................................................................................................................................... 71
3.4. Factors to consider when arranging the display room ......................................................................................... 71
3.5. Displaying artworks ................................................................................................................................................. 71
3.6. Analyzing a verse performance ............................................................................................................................... 72
3.7. Sportsmanship in sporting activities ...................................................................................................................... 72
3.8. Ways in which players display good conduct and behaviour during a game ..................................................... 72
3.9. Analyzing folk dance ................................................................................................................................................ 73

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NATIONAL GOALS OF EDUCATION IN KENYA
Education in Kenya should:
1. Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them.
They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people
acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which
enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life
of the nation.

2. Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the
smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution
following in the wake of rapid modernization. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are
required to support a growing economy. Kenya is building up a modern and independent economy which is in
need of an adequate and relevant domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development.
Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world.
We can only be part of this development if our education system is deliberately focused on the knowledge, skills
and attitudes that will prepare our young people for these changing global trends.

3. Promote individual development and self-fulfillment

Education should provide opportunities for the fullest development of individual talents and personality. It should
help children to develop their potential interests and abilities. A vital aspect of individual development is the
building of character.

4. Promote sound moral and religious values.

Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition
of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.

5. Promote social equality and responsibility.

Education should promote social equality and foster a sense of social responsibility within an education system
which provides equal educational opportunities for all. It should give all children varied and challenging
opportunities for collective activities and corporate social service irrespective of gender, ability or geographical
environment.

6. Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place
in contemporary society. Children should be able to blend the best of traditional values with the changing
requirements that must follow rapid development in order to build a stable and modern society.

7. Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples
and nations. Education should therefore lead the youth of the country to accept membership of this international
community with all the obligations and responsibilities, rights and benefits that this membership entails.

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8. Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in
activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental
development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.

«Extracted from the KICD Curriculum

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LEARNING OUTCOMES FOR JUNIOR SCHOOL
By end of Junior School, the learner should be able to:
1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression. Students should
be able to read and write with confidence. This includes understanding different genres, composing
coherent texts and interpreting information from various sources. Students should understand basic
mathematical concepts like addition, subtraction, multiplication and division and be able to apply these in
real-life scenarios. Encouraging problem-solving and critical thinking through puzzles, simple coding
activities and science experiments.
2. Communicate effectively, verbally and non-verbally, in diverse contexts. Participating in group
discussions, presenting ideas clearly and listening actively. Using body language, facial expressions and
gestures to enhance understanding and express emotions.
3. Demonstrate social skills, spiritual and moral values for peaceful co-existence. Practicing teamwork,
empathy and conflict resolution. Learning about honesty, respect, and responsibility through stories, role-
playing and classroom discussions.
4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable
development. Engaging in hands-on activities like planting trees, recycling projects and nature walks.
Understanding the importance of reducing waste and protecting natural resources through classroom
projects and field trips.
5. Practice relevant hygiene, sanitation and nutrition skills to promote health. Teaching proper
handwashing techniques, personal cleanliness and the importance of dental care. Understanding waste
disposal, keeping personal and communal spaces clean. Learning about balanced diets, recognizing healthy
food choices and understanding the impact of nutrition on overall health.
6. Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility. Discussing
concepts of fairness, respect and integrity through stories and classroom activities. Participating in
community service, understanding civic duties and respecting diverse perspectives.
7. Appreciate the country's rich and diverse cultural heritage for harmonious co-existence. Learning
about various cultural practices, traditions and celebrations through activities, guest speakers and cultural
events. Encouraging respect for diversity and inclusion through collaborative projects and discussions.
8. Manage pertinent and contemporary issues in society effectively. Discussing current affairs, events and
social issues in age-appropriate ways. Encouraging students to think critically about solutions and their
roles in addressing societal challenges.
9. Apply digital literacy skills for communication and learning. Using educational software, engaging
with online resources responsibly and understanding the basics of internet safety. Leveraging digital tools
to create presentations, research topics and collaborate with peers.

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ESSENCE STATEMENT
The Creative Arts and Sports Curriculum is an interdisciplinary program that includes Physical Education, Sports,
Visual Arts and Performing Arts. It is grounded in Howard Gardner's Multiple Intelligence theory (1983), which
acknowledges the different ways students learn by engaging in activities such as creating, performing, and
analyzing. Additionally, the curriculum draws from John Dewey's Social Constructivism Theory, which promotes
a hands-on, interactive approach to learning, allowing students to freely express their ideas, emotions and abilities.
This theoretical foundation ensures that the curriculum supports a wide range of learning styles, providing all
students with opportunities to excel in different areas of the creative and sporting fields.

The curriculum is structured around three main areas: Foundations of Creative Arts and Sports, Creating and
Performing in Creative Arts and Sports and Appreciation in Creative Arts and Sports. It focuses on developing
both fine and gross motor skills, encouraging critical and creative thinking, advanced problem-solving and
analytical skills that contribute to the learner’s overall development. These areas are designed to build a holistic
understanding of the creative and sports disciplines, enabling students to explore their potential in diverse contexts
and encouraging lifelong engagement with the arts and sports.

A key component of the curriculum is the integration of Information and Communication Technology (ICT),
equipping students with the digital literacy needed for today’s educational environment. The incorporation of
digital tools and resources ensures that students can connect their creative and sports endeavors with modern
technologies, enhancing their learning experience and broadening their career opportunities. Additionally, aspects
of entrepreneurship are included to introduce students to potential career paths in the creative and sports
industries, providing a practical understanding of how these fields operate in the real world. This entrepreneurial
focus fosters innovative thinking, empowering students to not only be creators and performers but also to
recognize the business aspects of their skills and interests.

The learning experiences are designed to be student-centered, using experiential and inquiry-based methods that
engage students actively, helping them gain a deeper understanding and practical application of knowledge. This
approach promotes a learning environment where students are encouraged to explore, experiment and reflect on
their experiences, leading to a deeper engagement with the content. It is through this hands-on learning process
that students develop key skills such as collaboration, resilience and self-expression, which are essential in both
creative and sports disciplines.

This curriculum aligns with Kenya's National Goals of Education, offering a structured framework that supports
the student's development in the fields of Creative Arts and Sports. It also prepares students for a smooth transition
into the Arts and Sports Science pathway in Senior School, ensuring that they are well-equipped with the
knowledge, skills and mindset to pursue advanced studies and professional careers in these fields.

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SUBJECT GENERAL LEARNING OUTCOMES
By the end of Junior School, the learner should be able to:
1. Explore individual abilities in Creative Arts and Sports to nurture talent for self-expression and
personal development. Encouraging learners to discover and develop their talents in Creative Arts and
Sports, which aids in self-expression and personal growth.
2. Exhibit positive intrapersonal and interpersonal skills of communication during activities in
Creative Arts and Sports. Developing both intrapersonal (self-awareness and self-management) and
interpersonal (effective communication and teamwork) skills during Creative Arts and Sports activities.
3. Cultivate social values, moral principles in Creative Arts and Sports for peaceful coexistence.
Promoting social values and moral principles in activities, fostering peaceful coexistence and positive
community interactions.
4. Manage resources in the physical environment for sustainable development. Teaching learners to
manage resources in the physical environment, ensuring sustainable development and responsible use of
materials.
5. Promote health and wellness through participation in Creative Arts and Sports activities.
Encouraging active participation in Creative Arts and Sports to improve physical health and overall
wellness.
6. Embrace ethics and etiquette in producing Creative Arts and Sports items to enhance good
citizenship. Instilling ethics, good manners, and proper etiquette in the production of Creative Arts and
Sports items, fostering good citizenship.
7. Participate in Creative Arts and Sports activities to appreciate Kenya's diverse cultures for
harmonious coexistence. Promoting an appreciation for Kenya’s diverse cultures through participation in
Creative Arts and Sports, helping learners understand and respect cultural differences for harmonious
coexistence.
8. Address Pertinent and Contemporary Issues through Creative Arts and Sports. Using Creative Arts
and Sports as a means to discuss and raise awareness of contemporary issues affecting society.
9. Apply digital skills in learning and production in Creative Arts and Sports. Integrating digital
technology into the learning and creation processes within Creative Arts and Sports, fostering the
development of technological competencies in learners.

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1. FOUNDATIONS OF CREATIVE ARTS AND SPORTS
1.1. ROLES OF CREATIVE ARTS AND SPORTS
1.2. Social roles of Creative Arts and Sports in the society
1. Encourages individuals to develop skills, patience and perseverance. These experiences help individuals
grow both personally and professionally.
2. Creates a sense of identity, bringing people together and creating shared experiences that help foster a sense
of community and collective identity.
3. Creative arts and sports bring people from diverse backgrounds together, promoting inclusivity and breaking
down social barriers through shared activities.
4. Inspires creativity, talents and abilities.
5. Participation in creative arts and sports can significantly improve mental health by reducing stress and
anxiety, providing an outlet for self-expression and boosting self-esteem.
6. Promotes cohesion through teamwork.
7. Provides entertainment through components such as music, dance, drama, narratives, films and movies and
various sports (e.g., soccer, basketball, netball, volleyball).
8. Through creative arts and sports, culture is preserved. They ensure that our history and traditions are not
forgotten and that future generations can appreciate and learn from them.

1.3. Economic roles of Creative Arts and Sports in the society

1. Provides employment opportunities for artists, musicians, referees, sports coaches, sports doctors,
choreographers, trainers, teachers, etc.
2. One can earn an income through activities related to creative arts and sports, helping to eradicate poverty.
3. Through creative arts and sports, a country can earn or generate tax revenue, boosting revenue collection.
4. Attracts investments, which in turn increase job opportunities.
5. Stimulates economic growth through sectors such as tourism, encouraging tourism.
6. Events like concerts, theater performances and sports tournaments attract visitors, leading to increased
spending in local businesses (hotels, restaurants, etc.), boosting the local economy.
7. Investment in creative arts and sports often leads to improvements in public infrastructure such as stadiums,
theaters and recreational facilities, which can benefit the wider community.
8. Opens opportunities for small businesses to thrive, including those in event management, equipment sales or
local training centers, fostering entrepreneurship.

1.4. Creating backgrounds

- Keep in mind the mood or theme you want to convey. Lighter, cooler colors can create calm, serene settings,
while warm, rich colors can create drama or warmth.
- Use softer, blended techniques for a more distant or dreamy feel.
- Establishing a high contrast between the background and your subject can make the subject stand out more.
- Start with a rough sketch to lay out your background before diving into the details, especially if you’re using
complex techniques like glazing or sponging.

1.5. Painting background techniques

- Splattering – A technique where paint is flicked or splattered onto the canvas using a brush, sponge or other
tools.
- This method creates dynamic, abstract patterns and textures, often adding energy and unpredictability to the
piece.
- Wash – A wash involves diluting paint with water to create a translucent, light layer of color.

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- It can be applied across a surface to create soft gradients, atmospheric effects or background tones, often
used in watercolors or acrylics.

1.6. Procedure of preparing the background surface by painting

1. Use a clean cloth or a vacuum to clean the surface by removing any dust, dirt or debris from the surface. If
there are oily or greasy spots, use a mild soap solution or a degreaser to clean those areas. Rinse and let the
surface dry completely.
2. Repair the surface by using a suitable filler or spackle to fill any cracks, holes, or imperfections. For walls, a
wall patching compound is common. Let the filler dry and then sand it smooth.
3. Sand the entire surface (or just the repaired areas) using sandpaper. This will ensure a uniform texture. Start
with a coarser grit (e.g., 80-100) and finish with a finer grit (e.g., 220) for a smooth finish.
4. Use a brush, roller, or sprayer to apply the primer evenly over the surface. If necessary, apply two coats,
allowing the first coat to dry fully before applying the second. Sand lightly between coats if needed.
5. Choose the paint type that best suits the surface and environment (e.g., latex or oil-based paint for walls,
specialty paints for specific surfaces like metal or wood). Consider testing a small patch before committing
to a full application to ensure the color and finish meet your expectations.
6. Apply the first coat of paint evenly using a brush, roller, or sprayer. Work in sections to ensure a smooth,
consistent layer. Allow the first coat to dry completely before adding another layer. Apply additional coats of
paint as needed to achieve the desired color and coverage.
7. After the final coat, inspect the surface for any areas that may need touch-ups. Use a fine brush to fix any
spots. If needed, lightly sand between coats or after the final coat to ensure a smooth, even finish.
8. Let the paint dry according to the manufacturer’s instructions before touching or hanging anything on the
surface. Some paints may need a longer curing time to achieve full durability.

1.7. Making a photographic storyboard

Requirements:
❖ The painted background
❖ The picture cutouts you collected
❖ An adhesive such as glue
❖ Ruler and pencil
❖ Marker pen or pen
Follow the steps below:
1. Plan your layout by arranging the pictures in different styles.
2. Once you are satisfied with the plan, apply glue to the back of each picture and press it onto the
background. Quick tip: Start attaching the pictures from the top and work downward to avoid smudging
or misalignment.
3. Make sure the pictures are securely stuck and evenly spaced.
4. Allow the glue to dry.
5. Label your storyboard. You may accompany your pictures with brief text to clarify the story.
6. Display your storyboard to your classmates for observation and critique.
7. Give each other feedback and make corrections to your storyboard where possible.
8. Wash your hands with soap and water if glue is stuck to them.

1.8. Factors to consider when making a storyboard

1. Clarity and focus – Place pictures carefully to avoid overlap and ensure the storyboard is easy to understand.
2. Design layout – Arrange pictures evenly, leaving enough space between them to prevent crowding.
3. Neatness and presentation – Avoid glue streaks, smudges and overlapping images to keep your work tidy
and presentable.

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4. Picture selection – Use pictures that directly relate to the roles of Creative Arts and Sports.
5. Sequence and flow – Ensure the pictures tell a clear story or show a logical progression.
6. Theme and purpose – The storyboard should clearly highlight the roles of Creative Arts and Sports.

1.9. COMPONENTS OF CREATIVE ARTS AND SPORTS

1.10. Elements of a verse
a) Character – Refer to the persona or voice telling the story. This could be the singer themselves, a fictional
narrator or even a conceptual or symbolic figure. The character is what shapes the emotional tone of the
song.
b) Theme – It is the central idea or message of the verse. It can address a wide range of topics, from love,
heartbreak, or personal growth to societal issues, spirituality or storytelling. Each verse typically builds on
the song’s overall theme.
c) Setting – Refers to the time and place in which the song's events or story unfold. This could be a literal
setting (like a specific location or time period) or a more abstract one (such as an emotional or mental state).
The setting provides context to the narrative and helps paint a picture for the listener.

1.11. Endurance and agility

- Endurance refers to the ability of your body to sustain prolonged physical activity over time without
experiencing excessive fatigue.
- There are two types of endurance:
o Cardiovascular Endurance: The ability of the heart and lungs to supply oxygen to the muscles during
sustained physical activity. It's essential for activities like running, cycling, swimming or long-
distance sports.
o Muscular Endurance: The ability of a muscle or group of muscles to perform repetitive movements
over an extended period without tiring. It's important for activities like rowing, weightlifting (for high
repetitions) or bodyweight exercises.
- To improve endurance, athletes often focus on aerobic activities (like running, cycling or swimming) for
cardiovascular endurance and high-repetition strength training or circuit training for muscular endurance.
- Agility is the ability to move quickly and easily, with quick direction changes, maintaining balance and
coordination.
- It involves a combination of speed, coordination, balance and quick reflexes. It’s about how quickly you can
accelerate, decelerate and change direction effectively.
- Agility can be improved through drills such as cone drills, ladder drills, shuttle runs and plyometric
exercises. These improve an athlete’s reaction time, body control and ability to respond quickly to external
stimuli.
- Endurance helps you sustain performance for longer durations without fatiguing while agility ensures that
you can navigate and adjust your movements quickly and efficiently.
- Many sports (like soccer, basketball and tennis) require a combination of both as athletes need to maintain
stamina while also responding rapidly to changing situations.

1.12. Safety measures for endurance and agility activities

1. Perform adequate warm-up exercises before participating in any physical activity and cool-down exercises
afterwards.
2. Drink water before, during, and after physical activities to stay hydrated.
3. Wear appropriate and comfortable sportswear.
4. Ensure the space you are using is flat, non-slippery and free from obstacles.
5. Listen to your body and take breaks as needed during the activity.

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6. Follow all instructions given by your teacher or fitness coach.

1.13. Performing activities that enhance endurance - Star Jumps

a) Space out within a marked area.
b) Stand straight with your feet together and hands by your sides.
c) Slightly bend your knees and jump up with your feet apart.
d) At the same time, swing both arms out and raise them above your head.
e) Jump again to bring your feet back together and return your hands to your sides.
f) Continue jumping and landing in this manner repeatedly.
g) Observe all safety measures while performing this activity.

1.14. Performing activities that enhance endurance - Side-to-Side squat jumps

a) Find a partner and move to a free space within a marked area.
b) Stand facing each other, with your feet slightly wider than shoulder-width apart.
c) Lower yourselves into a squat position by bending your knees, keeping your chest up and back straight.
d) Push yourself off the ground and jump to the right side. Land softly in a squat position.
e) As you land, clap hands with your partner.
f) Jump to the other side and repeat the activity several times.
g) Observe all safety measures while performing side-to-side squat jumps.

1.15. Performing activities that enhance endurance - Push-ups

a) Move to a free space on flat ground. You may use a mat if available.
b) Lie facing down on the ground.
c) Place your palms flat on the ground, shoulder-width apart.
d) Keep your feet together and extend your legs fully backward to maintain a straight posture.
e) Lower your body toward the ground by bending your elbows.
f) Push against the ground by extending your elbows to lift your body back up.
g) Perform as many push-ups as possible.
h) Observe all safety measures while doing push-ups.

1.16. Performing activities that enhance endurance - Leg Lifts

a) Use a flat playing area.
b) Partner A lies flat on their back on the ground, while Partner B stands with feet shoulder-width apart, facing
Partner A’s head.
c) Partner A holds Partner B’s ankles firmly for support.
d) Partner A lifts their legs until they are perpendicular to the ground.
e) Partner B gently pushes Partner A’s legs downward using their hands.
f) When the legs are slightly above the ground, Partner A lifts them up again toward Partner B. Repeat this
activity several times.
g) Switch roles with your partner and repeat the process.
h) Observe all safety measures while performing leg lifts.

1.17. Performing activities that enhance agility - Shuttle run

You will need two markers or cones.
a) Place the two cones 10 metres apart.
b) Stand at one of the cones, with your feet shoulder-width apart.
c) On the command “Go,” run as fast as you can to the other cone and touch the ground.
d) Immediately turn around and run back to the first cone.
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e) Touch the ground again and run back to the other cone.
f) Repeat the activity several times.
g) Observe all safety measures while performing this activity.

1.18. Performing activities that enhance agility - Lateral jumps

a) Find a flat, non-slippery space.
b) Stand straight with your feet shoulder-width apart.
c) Slightly bend your knees. Shift your weight onto one foot and push off to the left.
d) Land softly on the opposite leg.
e) Swing your arms as you jump to help with propulsion and balance.
f) Immediately jump back to your starting point.
g) Repeat the exercise continuously.
h) Take a rest and repeat the exercise again.
i) Observe all safety measures while performing this activity.

1.19. Performing activities that enhance agility - T-drill

You will need four markers or cones.
Take turns to follow the steps below:
a) Position three cones in a straight line, each 5 metres apart.
b) Place a fourth cone 10 metres away from the middle cone, forming a "T" shape.
c) Start at the fourth cone (the base of the "T").
d) Run forward to the middle cone.
e) Upon reaching the middle cone, quickly change direction and move to the left cone.
f) Upon reaching the left cone, shuffle to the right across to the far-right cone.
g) Upon reaching the right cone, shuffle back left to the middle cone.
h) From the middle cone, backpedal (run backward) to the starting cone.
i) Repeat the activity.
j) Observe all safety measures while performing the drill.

1.20. Performing activities that enhance agility - High knee run on agility
ladder
You will need an agility ladder (or hula hoops as an alternative).
a) Place the agility ladder or hula hoops in a straight line on the ground.
b) Line up at one end of the ladder or hula hoops, standing with feet shoulder-width apart.
c) Lift your right knee up to waist level and step into the first box (or hoop).
d) Lift your left knee to waist level and step into the next box.
e) Continue this sequence, lifting your knees high and stepping into each box or hoop, until you reach the end.
f) Repeat the activity.
g) Observe all safety measures while performing this exercise.

1.21. THE BASS STAFF

- A clef is a sign placed at the beginning of the staff to determine the exact pitch of musical notes.
- The bass clef, also known as the F clef, is used by instruments that play low-pitched notes and by voices that
sing low-pitched notes, such as the bass voice.
- It wraps around the note F on the musical staff, with two small dots on either side of the fourth line.
- Below is the shape of a bass or F clef.

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- When reading notes on the staff, the pitch increases from the bottom upwards.

1.22. Drawing a bass staff

1. Using a ruler and a pencil, start by drawing five horizontal lines to create a staff. Make sure the lines are
straight and parallel.
2. Copy the staff into your exercise book. Name the lines and spaces of the staff as shown below.
3. On the left side of the staff lines, draw the bass clef, also known as the F clef, using the following steps:
i. Draw a dot on the 4th line from the bottom. This line is also known as the F line.
ii. From the dot, draw a curved line that touches the top line (5th line).
iii. Draw a curve downward and stop on or slightly below the second line.
iv. Place a dot in the 3rd space (below the F line).
v. Place another dot in the 4th space (above the F line).

1.23. Note values on a staff

- Note values can be written on the spaces and lines of the staff. Their appearance remains the same across
different pitches.
- When writing a semibreve on the staff, it does not have a tail or a stem.
- When using minim, dotted minim, crotchet and quaver notes, the stems should follow these rules:
❖ Notes below the middle (third) line should have stems pointing upward.
❖ Notes on or above the middle (third) line should have stems pointing downward.
❖ Beamed notes follow the direction of the highest or lowest note in the group.
- Quaver tails are beamed together and written on the staff as shown:

1.24. Naming pitches on a bass staff

- The bass clef is called the F clef because it marks the F note below middle C.
- The first seven letters of the English alphabet are used when naming the lines and spaces on the bass staff.
- The bass staff has five lines and four spaces.
- The notes on the bass clef lines are G, B, D, F, A.
- The notes on the bass clef spaces are A, C, E, G.
- The bass staff is used to indicate music notes for tenor and bass voices. These are generally known as male
voices.
- The bass staff always appears below the treble staff, which is positioned above middle C.
- The bass clef is also used when scoring for low-pitched instruments such as the bass guitar, cello, double
bass, trombone, timpani, among others.
- One of the first steps in learning to read music in a particular clef is memorizing where the notes are.

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1.25. Ledger lines
- Ledger lines are short lines used to extend the staff in music.
- They allow notes to be written above or below the five lines, making it possible to represent higher or lower
pitches that do not fit within the staff.
- The picture below shows notes on each line and space of the staff with a bass clef. Ledger lines are also
included.

1.26. Piano keyboard

- The keyboard is a musical instrument with a row of black and white keys.
- Keys are levers on the piano keyboard that produce sound when pressed.
- The black and white keys on the piano alternate in a pattern. The black keys follow a pattern of twos and
threes, while the white keys are continuous.
- The white key that comes after the group of two black keys on the keyboard is note C and the one that
comes before the group of three black keys is note F.
- The names of the other white keys are named in alphabetical order as shown:

- The pitches of notes on the clef staff can be matched with the corresponding keys on the keyboard, as
shown:

1.27. Accidentals
- Accidentals are symbols used in music to alter the pitch of a note. Here are the common accidentals and
their meanings:
a) Sharp (♯): A sharp raises the pitch of a note by a half step (semitone).
Example: D♯ (D-sharp) is a half-step higher than D.
b) Flat (♭): A flat lowers the pitch of a note by a half step (semitone).
Example: D♭ (D-flat) is a half-step lower than D.

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 c) Natural (♮): A natural sign cancels the effect of a sharp or flat, restoring the note to its original (natural)
pitch.
Example: D♭ can be changed back to D with a natural sign.
- Accidentals are always written after the letter name when not on a musical staff.
Examples: E♯, C♭
- On the staff, accidentals are written before the note they affect.
Example: ♭B (B flat)
- On the keyboard, enharmonic notes are two notes that sound the same but are written differently.
Example: D♭ and C♯
- The black keys on the keyboard are named using sharps or flats, depending on whether the reference is from
the white key below or above.

1.28. Grouping music notes in 𝟑𝟒 time

- A semibreve (whole note) has four counts.
- A crotchet (quarter note) has one count.
- A quaver (eighth note) has half a beat.
Music note Symbol Beats French rhythm name Rest
Semibreve 4 beats taa-aa-aa-aa

Minim 2 beats taa-aa

Crotchet 1 beat taa

Quaver ½ beat ta-te (pair of quavers)

- In a time signature, the bottom number represents the value of each beat. For example, 4 represents a
crotchet (quarter note) beat.
- The top number represents the number of beats in each measure (or bar).
- The top number can be 2, 3, 4 or any other number depending on the time signature.

1.29. Constructing diatonic major scales of F, B flat, E flat and A flat on treble
and bass staff
- Looking at the scale of C major, the intervals between the notes starting from the lower C are: Tone, Tone,
Semitone, Tone, Tone, Tone, Semitone, thus T T S T T T S.

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