GRADE 7; CREATIVE ARTS

AND SPORTS NOTES

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 CREATIVE ARTS AND SPORTS
Introduction to Creative Arts and Sports.
What is creative arts?
Creative Arts is a description of various artistic activities that allow performers to use their
imaginations, creativity, and express ideas through a variety of mediums to passage a message
to the audience.

What is sports?
A sport is any activity involving physical or mental effort combined with skills in which an
individual or a team or teams compete against another or others for entertainment.

ROLES OF CREATIVE ARTS AND SPORTS IN THE SOCIETY.

1. Social roles of Creative arts & Sports.
2. Creates a sense of identity-bring people together, creating shared experiences that help to foster
a sense of community and collective identity.
3. Creative arts and sports promote cohesion through teamwork.
4. Through creative arts and sports culture is preserved-it ensures that our history and traditions
are not forgotten, and that future generations can appreciate and learn from them.
5. Creative arts and sports provide provides us with entertainment through components such as
music, dance, drama, narratives, films and movies, various sports i.e., soccer, basketball,
netball, volley ball.
6. Economic roles of Creative arts and Sports.
7. Creative arts and sports provide employment opportunities such as artists, musicians, referees,
sports coaches, sports doctors, choreographers. Trainers, teachers etc.
8. One can earn income through activities related to creative arts and sports hence eradicating
poetry.
9. Through creative arts and sports, a country can earn or generate tax revenue. (boosts revenue
collection)
10. Creative arts and sports attract investments which in turn increases job opportunities.
11. Creative arts and sports stimulate growth of economy through sectors such as tourism.
(Encourages tourism)
Components of Creative Arts and Sports.
Creative arts is made of the following components:
 Visual arts -creative art forms appreciated through sense of sight such as;
 Play - a written work that tells a story through action and speech and is meant to be acted on a
stage.
 Music - Music is a collection of coordinated sound or sounds. Making music is the process of
putting sounds and tones in an order, often combining them to create a unified composition
 Dance – dance is the movement of the body in a rhythmic way, usually to music and within a
given space, for the purpose of expressing an idea or emotion.

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PRINCIPLES OF VISUAL ARTS.
There are two principles of visual arts namely:
Principle of dominance in Visual Arts.
Dominance is when a single element is so large and/or different compared to the rest of the design
that it dominates.
It grabs your attention.
Famous examples include the London Eye that dominates the skyline of London or the Ashoka
Lions that dominate the Indian Passport and other official documents.
Principle of Proportion in Visual arts.
Proportion refers to the dimensions of a composition and relationships between height, width and
depth. How proportion is used will affect how realistic or stylized. Proportion also describes
how the sizes of different parts of a piece of art or design relate to each other. Proportion in
any art is the relative size of objects in relation to each other or corresponding to the other
elements as a whole.

Basic Elements of a play.

The theme refers to the message (meaning) that is intended to be expressed in the story. In other
words, it is the main idea or the lesson to be learned from the story.
Examples of themes in plays include: justice, loyalty. drugs, bullying, human rights etc.
Character- this is a person or individual taking part in the play or drama that may have defined
personal qualities and/or histories.
Plot- A plot is a sequence of events within a play that tells a story. A plot is what makes a story.
Five components make up a plot: exposition, rising action, climax, falling action, and
resolution. Conflict and theme help drive the plot forward.
Language- Language in drama is represented as spoken language or, in other words, as speech. In
drama, language refers to the particular manner of verbal expression, the diction or style of
writing, or the speech or phrasing that suggests a class or profession or type of character.
Setting- The setting is the time and place in which the story takes place
Elements of Music in Creative Arts.
Sound-any tone with characteristics such as controlled pitch and timbre
Rhythm- Rhythm is the pattern of sound, silence, and emphasis in a song
Melody- a melody is a combination of pitch and rhythm.
Harmony-harmony, in music, the sound of two or more notes heard simultaneously.
Elements of Dance in Creative Arts.
Body - In dance, the body is the mobile figure or shape, felt by the dancer, seen by others. The
body is sometimes relatively still and sometimes changing as the dancer moves in place or
travels through the dance area. The body is the mobile instrument of the dancer and helps
inform us of what is moving.
Action – This is what a dancer does, for example travelling, turning, elevation, gesture, stillness,
use of body parts, floor-work and the transference of weight
Space – Space refers to the area through which the dancer's body moves.

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 Time - It is an essential part of choreographing and performing dance. It helps us to stay
together when we dance in unison, identify the beat and the rhythm of how we move and
provide stimulus for choreography.

CATEGORIES OF ARTS
ARTS - This is a general term used to describe expression of creative human skill, feeling and
imaginations. This is mainly appreciated for beauty and emotional value.
The arts can be experienced through the following:
 Sense of light
 Hearing
 Touch
 Smell
 Taste

Entrepreneurship
This is the process of setting up, developing and running a business with the aim of getting profit.
It requires marketing goods, services and new ideas in order to make profit.

1. Visual arts
 These are arts forms appreciated through the sense of sight.
 They are appreciated for their emotional power and beauty e.g.
 Drawing painting
 montage
 collage

2. Applied Arts
Applied Arts are related to visual arts but involved making anddecorating of everyday items.
These items are for practical use or utilitarian purposes

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3. Performing Arts
Performing arts involves performance or presentation to the audience.
Artist use the following in performing arts
- Body movement
- Facial expression
- Voices artistic expression
It can be done live to an audience or recorded for future use

4. Written or Literacy art

 This writing of stories that have artistic and cultural value.
 They display the beauty of speech and language to convey meaning.
 It may be inform of stories novels, script writing and spoken films and poetry.
 The main reason for doing research is to get new information about a specific area.
 It also help you get different views and what people think about an issue.
 Researching on the categories of art will enable you find out about a wide area in the Art.

1. PERFORMING ARTS
Introduction to Performing Arts Basic Elements
Activity 1: Defining Performing Arts
Performing Arts can be defined as cultural and creative activities prepared and staged for an
audience.

Activity 2: Identifying the Various Disciplines of Performing Arts

1. There 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.
2. 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.
3. 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 Society

1. Performing Arts are used as a medium of self-expression.
2. Through Performing Arts, talents are identified and developed.
3. Performing Arts are a source of entertainment.
4. They promote cultural appreciation, unity and cohesion when people come together to watch a
performance
5. Performing Arts enables the learner to develop skills that can help him or her to solve the issues
and challenges of everyday life.

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 Importance of doing research of art
Preparation for a presentation
Factors to consider when making preparation and presentation of art research .
1. Relevance of the content
 It is important that the information in the presentation is relevant to the main topic.
 This help in preventing the speaker and the audience from talking about things not related to
them.
 The information should be well organized starting from what the audience knows to providing
new information
2. Oral presentation
 When making oral presentation, use appropriate language and expressions. Remember also to
maintain eye contact with the audience.

3. Team work
 Every member of the group should actively participate in the activities. All members should
take part in carrying out tasks during presentations.
 These includes: preparations, organization sample artwork, operating the equipment and
answering questions from the audience.
 All members should demonstrate respect for one another and unity when carrying out the group
activity.

Guidelines to follow when making a presentation on categories of arts

1. Introductions
Introduce yourself and member of the group to the audience. Give the tittle of the
presentation.
2. Body of the presentation
 Discuss the meaning of the arts
 Give as many examples of the arts as possible
 Show actual samples, pictures or drawing to emphasize your points Demonstrate where
necessary

 Conclusion
 Ask the audience whether there are questions of contributions
 Answer the questions confidently, ask other group members, the audience of the teacher if you
are not able to give a response to the question.
 When there are not more questions, thank the audience for the co- operation.

Presentation and appreciation categories of arts

A presentation involves talking to an audience about the topic, an idea or a product. The main
purpose of a presentation is to pass information and persuade an audience about a certain idea
or topic.
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Elements of presentation
Speaker of the presenter
The role of the presenter is to communicate with the audience. The speaker also controls the
presentation. The presenter should involve the audience and other members of the group during
presentation.

The audience
These are people the presenter will communicate with. It is important to maintain attention of the
audience by involving them through questions and asking them to participate in some activities.
The content
This is the information you will pass to the audience.
The resources used in the presentation
These may include o samples of artwork o presentation software o charts
o posters

Career pathways in the arts

Career pathways - is an area of study taken so as to lead and prepare someone for a specific
career. The arts is a wide a field that has very many opportunities. Careers in the art range from
traditional fine art emerging digital and media design. The artist therefore, has an opportunity
to choose a career pathway that is interesting and suits their individual abilities in the world of
work.

Careers Path in Secondary school

The arts are offered as two subjects in lower secondary: performing and Visual arts.
Performing arts include: - music
- dance
- theatre and film

Visual and applied art: - fine art

- applied art
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- time based media

Pupil’s activities Pg. 10

Presentation on career pathways in the Art

When making a presentation on the career in the arts, follow the same procedure as in the
categories of the arts. Make sure you have done a good research and that you have enough
point for the presentation. Present your points in a simple and clear language that everyone will
understand. Present your points in the simple and clear language that everyone will understand.
Be careful when talking in a simple and eye contact with your audience. Respect others and
appreciate their contributions.

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Categories of Visual Arts
The visual arts can be classified as either two dimensional or three dimensional. The two
dimensional art forms can be also written as 2D, while three dimensional written as 3D.

The 2D Forms
These are art forms that only have length and width. These artworks are done on flat surfaces and
have no depth. Examples of 2D artwork are:
 Drawing
 Painting
 Montage

The 3D arts Forms

These are artwork with length, width and height
These types of artwork have volume
They can be turned around and viewed from more than one direction. Some examples of 3D
artwork are:
 Pottery
 Basketry
 Ornaments

Presentation on the categories of 2D and 3d Arts Pupils activities page 19.

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 Creating and Performing in Creative Arts and Sports
Composing rhythm
Rhythm
Activity 1: Clapping Rhythmic Patterns Incorporating the Semiquaver
1. A quaver is half the value of the crotchet.
2. A semiquaver is half the value of a quaver
3. Two quavers make a crotchet while, four semiquavers make a crotchet.
4. The rhythmic patterns that include the semiquaver in simple tune are ta-fa-te-fe, ta-tefe and ta-
fa-te
Activity 2: Aurally Recognizing Rhythmic Patterns with Semiquavers and Their
Corresponding Rests
Class Activity
1. With the help of your teacher, listen to various pieces of music and identity where the
semiquavers are round.
2. In small groups, sing songs that have the semiquaver patterns.
3. Recite the following rhythmic patterns using French Rhythm names and clap them.

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 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 Time

1. Notes of small value such as quavers and semiquavers are joined together to form a crotchet
beat. This is known as grouping notes.
2. A horizontal line, known as a beam, is used to connect two or more notes of small value to
form a crotchet beat.

3. The number of beams in a group is equal to the number of flags or tails in the separate notes.
4. The following shows how the notes are grouped into beats.

Note
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1. 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.

1. The repetition of the strong beat after either two, three or four beats is known as meter.
2. 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.
3. 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.
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4. 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?
1. A time signature is a symbol made up of two numbers that shows the meter of a piece of music.
2. Music is divided into strong and weak beats.
3. The strong beats occur after every bar line.
4. Grouping of notes makes it easier to read music.

Group Activity
1. With the help of your teacher, write down 2-bar rhythms in simple time on monotone. Use all
the rhythmic patterns you have learnt so far
2. Take turns clapping your written rhythms.
3. You can also take turns to tap and write down each other's rhythms.
4. Your teacher will assist you to write down the rhythms of familiar songs in simple time

Activity 5: Appreciating Music in Simple Time

Class Activity
• Listen 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 Activity
1. Listen carefully to the rhythmic patterns which will be played by your teacher.
2. Write down the rhythmic patterns in your exercise book.

Group Activity
Your teacher will play some rhythmic patterns tor you. In groups, write down the dictated
rhythmic patterns.

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Creating and Performing in Creative Arts and Sports
Athletics Javelin
The javelin throw is a track and field event where the javelin, a spear about 2.5 m (8 ft 2 in) in
length, is thrown.

Safety when observing the javelin.

 Always carry the javelin vertical with the pointed part down
 Never run to collect the javelin
 Take care when removing the javelin from the ground
 Ensure that the area is clear before throwing the javelin Take a few steps backwards
continuously Continue for the desired time and distance.

Demonstrations for javelin

a. Grip in javelin
 Place the javelin along the length of your plan
 Hold the javelin at the back of the cord
 Keep the point of the javelin pointed in the direction you want to throw
 Keep the javelin lined up with your eyes
 Keep your grip relaxed

Types of grips in javelin

There are three types of grip in javelin
a. The American grip
b. The ‘V’ grip
c. The finish grip

a. The American grip

 Here you Place your thumb and the first two joints of you index finger behind the cord

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The ‘V’ grip – hold the javelin between your index and middle fingers, behind the cord.

The finish grip: place your thumb and the first tow joints of your index finger behind the cord,
while the index finger supports the shaft of the javelin. Extend the index finger further away.

Leaning points in javelin Carriage

1. Hold the javelin near your head above your shoulder
2. The javelin should point down towards the ground slightly.
3. Ensure the javelin is parallel to the ground.
4. Look at the direction of your through.
Approach run
 After you have the javelin in position, begin running towards your target with the javelin
 Keep your hips high and down on the balls of your feet
 Let your free arms swing across your body
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 Extend the arm carrying the javelin fully behind you.
 Keep your head facing in the direction of your target
 Turn so that the left side of your body faces your target.

Cross over.
Place yourright foot on the ground and your left foot forward and elevated.
a. Put your right ahead in a “lean – back “ positions
b. Pull the javelin back a little further so that the tip is lined up with your eyebrows
c. Keep the right foot close to the ground
d. Let the right heel touch the ground
e. As the right foot moves forward, move the left foot up and lean your trunk back at 115 degree
angle.
f. Place your right foot on the ground and you left leg forward and elevated
g. Direct your shoulder and hips towards your left target.
h. Wait for your left foot to touch the ground
i. Straighten your torso
j. Turn your face toward the direction of the throw with the javelin parallel to your shoulder
k. Position your throwing and hand above shoulder level.

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Release
 Through the javelin with your arms as high as possible
 Plant you left heels and thrust forward with your right foot
 Pull back with your left arm keeping it parallel to your right shoulder
 Move your throwing shoulder over your left leg
 Lift your left leg and move your throwing arm, with the elbow placed high and close to the
midline.
 Release the javelin with your arm over your head in front of you.

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Follow through
 Let your throwing arm travel diagonally across your body.
 For examples if you are throwing with your right arms, it should end up infront of your left
side.
 Keep your left foot on the ground.
 Let the right leg pass the left foot and then stop you.
 Finish by standing on your right foot, with your left leg up behind you. Your right shoulder
will turn left, with your chest facing to the left.

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PUPILS ACTIVITIES
Learner to discuss various drills in javelin with the guidance of the teacher
KLB TOP SCHOLAR PAG 47

Creating and Performing in Creative Arts and Sports Composing Melody

Melody
Activity 1: Identifying Qualities of a Good Melody
1. The melodies move in stepwise motion with a few leaps.
2. The melodies begin on notes d, m or s and end on d.
3. They have a good melodic contour.
4. They have several rhythmic patterns.

Activity 2: Interpreting 4-bar Melodies in Simple Time

• Sing the melodies below and take note of the melodic contour

• To interpret a melody, the following should be done:

1. Identify the clef, key signature and time signature.
2. Tap the rhythms of the melody.
3. 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,
4. 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.
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• 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 Clef

Things To Remember
• Before 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 Pairs
1. What are the qualities of a good melody as was discussed in the previous activity?
2. Practise Writing a 4-bar melody in simple time in major scales of C, G, D and A.
3. Sing or play the melody you have created.
4. Describe the melodic motion and shape or contour.
5. What is the first and the last note in each of the melodies?

Activity 4: Playing or Singing Melodies Created by Self and Others

Can You Recall?
What are the qualities of a good melody?

Work in pairs
1. Take turns to play each other's melodies.
2. Discuss the qualities in each of the melodies played.

Group Activity

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 With 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 Others

Listen and Learn
1. You have created 4-bar melodies in simple time in the major scales of C, G, D and A
2. In pairs, take turns to sing or play (or use: digital devices to listen to) and appraise each other's
melodies.
3. Take turns to sing your melodies to the class.

Creating and Performing in Creative Arts and Sports Handball

Handball Passes and reception in handball
Passing – is delivering the ball to a team mate during play in a handball game.
Passing the ball helps in;
 Speeding up the game
 Creating scoring chances
 Breaking tight defense
 Releasing pressure during play
 Expressing creative abilities during play

Qualities of a good pass

 Accurate so that a player has no problem catching the ball.
 Fast and timely to exploit the play chance promptly.
 Useful – a pass should be directed to that player whose position may disadvantage the
opponent.

Types of passes
There are three types of passes, namely;
Jump pass
Side pass
Flick pass

1. Jump pass
A jump pass is where a player leaps in to the air and throws the ball to a teammate before landing.
It is completed at the peak of the jump with a player in control releasing the ball to the teammate

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Stages of execution in jump pass a. Preparation
 Take off from the ground either on a single or double foot.
 Bring the passing arm high and back above the level of the head
 Bring the non- passing arm slightly in front of your body Keep shoulders high and head up b.
Execution
 As you bring the passing arm forward to release the ball, pull the non-passing arm backwards at
hip level.
 Release the ball to your teammate with a follow through and wrist action.

2. Side pass
A side pass is also known as wrist passes and is the most common way of passing the ball across
the width of the court. This movement is called ball circulation. Stages of execution in side
pass
a. Preparation
 Stand with feet slightly closer together than shoulder-width apart from the target
,the receiver should be on your right or left side
 Hold the ball on the passing hand with palm facing down
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 If the pass is to be made at the right side, hold the ball with the right hand , if the pass is to be
made on the left side, hold the ball with the left hand
b. Execution
 swing the passing arm across the body from left to right when passing towards the right
direction
 release the ball with full extension of the arm with a wrist action
 step sideways towards the direction of the pass for a follow- through

3. Flick pass
A flick pass is an action made using the passing arm which quickly propels the ball forward. The
release action of the ball is terminated with a forward wrist action.

Stages of execution
a. Preparation
 Take a staggered stance with the leg of the non- passing arm leading.
 Hold the ball with one hand in an open palm, fingers well spread behind it at shoulder level
 The non-passing arm should be extended outwards for balance
 Eyes should be focused on the target

b. Execution
 Step with trailing foot forward
 Push the ball forward towards the receiver
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 Release the ball by flexing the wrist and the fingers forward for a follow- through. This
generates power to propel the ball and give it directions.

Reception
Reception– is the act of receiving the ball with one or both hands. The catch may vary from high
level to medium or low level.

Points for reception of the ball

a. Preparation
 Stand on the balls of your feet shoulder-width apart facing the direction of the ball.
 Extend your hands towards the ball
 Move forward to meet the oncoming ball
 Keep your arms pointed towards the ball
 Your hands should form a tunnel shape of a W formation ready to receive the ball.

Preparation to catch

b. Termination
 On contact with the ball, wrap the fingers around it and bend the elbows bring the ball towards
the chest.
 Ensure the thumbs are behind the ball and get in to a ready position for your next action.

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 Low catch

high catch

Drills in hand balls

Drill 1: jump passing
In pairs, stand apart. Take three steps toward your partner and then take off
Pass the ball using a jump pass and walk back to your siting position
Your partner also takes three steps and then passes te ball back to you using a jump pass.
Drill 2. Flick pass
In groups of four, stand in a square formation, ass the ball around the square using flick.

Drill 3: two line drill

 Player to form two lines
 The leaders pass the ball using a flick pass
 After making the pass, the leader joins the line from behind
 Ensure everyone get a chance to pass the ball

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Side pass drills
Drill 1: side passing
In pairs, stand 3m apart side by side. Pass the ball to one another using a wrist pass
Drill 2: pass curve
a. In groups of four, stand three meters apart in a semi-circle
b. The player with the ball to be at the extreme end
c. Pass the ball from right to left without skipping any player
d. When the ball reaches the end, pass the ball back to the left

Drill 3: down court drill

a. In pairs, stand 3 m apart facing the goal, walk down the court passing the ball using the side
pass.
b. Change the pace to a jog and continue passing the ball each other up and down the court
Pupils’ activity Pg. 22
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Footwork in handball Principles of good landing
 Landing on the balls of the feet
 Knees should be slightly bent to cushion the shock on the impact of landing
 This is also referred to as knee- deep landing.

Landing

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Stepping progression skills in handball

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