CAREERS IN CREATIVE ARTS AND SPORTS.

Career: A career is a person’s journey through learning, work,

and other aspects of life.

It’s the long-term path a person chooses in a particular field,

aiming for growth and achieving goals over time.

Careers in Creative Arts :

The following are some of the careers in Creative Arts:

1.Graphic Designer – Creates visual content for ads, websites,

and brands.

2.Musician – Performs or composes music across genres.

3.Actor – Portrays characters in movies, TV shows, or theater.

4.Photographer – Captures images for fashion, events,

journalism, or art.

5.Writer – Writes books, scripts, or articles in fiction or non-

fiction.

6.Animator – Creates animated visuals for films, video games,

and advertisements.
7.Fashion Designer – Designs clothing and accessories, often
setting trends.

8.Interior Designer – Plans and styles the interiors of homes,

offices, or commercial spaces.

9.Art Director – Oversees visual style and creative direction for

projects, like magazines, ads, or films.

10.Dancer/Choreographer – Performs dance routines or

designs movements for performers.

11.Illustrator – Draws or creates artwork for books,

advertising, or online content.

12.Film Director – Directs films, shaping stories and guiding

actors and crew.

13.Set Designer – Designs physical settings for movies, theater,

and television productions.

14.Craft Artist – Creates handmade items, often for selling or

exhibition, like pottery, jewelry, or textiles.

15.Digital Content Creator – Produces content, often for social

media, including videos, blogs, and photography.
Careers in Sports.
The following are some of the careers in Sports:

1.Athlete – Competes professionally in sports like soccer,

basketball, or swimming.

2.Coach – Trains and guides athletes or teams to improve

performance.

3.Sports Journalist – Reports on sports events, interviews

athletes, and analyzes games.

4.Sports Manager – Manages operations, marketing, and

finances of sports teams.

5.Fitness Trainer – Helps people or athletes improve their

fitness and physical health.

6.Sports Psychologist – Works with athletes to improve mental

performance and manage stress.

7.Referee – Enforces rules and makes decisions during sports

games.

8.Physical Therapist – Helps athletes recover from injuries and

maintain peak physical health.

9.Sports Analyst – Analyzes games and player performance for

broadcasts or teams.
10.Sports Medicine Doctor – Specializes in treating injuries
and conditions related to sports.

11.Sports Photographer – Captures moments at sporting events

for media and publications.

12.Agent – Represents athletes, managing contracts,

sponsorships, and career opportunities.

13.Nutritionist – Works with athletes on dietary plans to

enhance performance and recovery.

14.Event Organizer – Plans and manages sports events, from

local games to international tournaments.

15.Stadium Manager – Manages the operations of sports

venues, including events and facilities.

Both fields require talent,dedication and practice,offering

unique paths for those passionate about creativity or physical
activity.

ACTIVITY:

1.Which career in creative arts and sports are you interested or

would like to pursue?
Creative Arts Spaces.
 Creative Arts Space: A creative arts space is a location
where artists create, showcase, and collaborate on artistic
projects.
 These spaces include theaters, studios, galleries, festivals,
and other venues dedicated to arts and culture.
 They provide artists with the resources and environments
needed to produce and present their work to audiences.

Roles Performed by Different Personel in Various

Creative Arts Spaces
1. Theatre

 Director: Oversees the production, guiding actors and

crew to bring the script to life.
 Actor: Performs roles to tell a story or portray a character
in the play.
 Stage Manager: Manages backstage operations,
coordinating cues and stage setup.
 Set Designer: Designs and builds the physical setting
where the performance takes place.
  Lighting and Sound Technicians: Handle lighting and
sound effects to enhance the performance.

2. Recording Studio

 Sound Engineer: Manages the technical aspects of

recording, mixing, and mastering audio.
 Producer: Oversees the recording process, guiding the
artist’s sound and vision.
 Session Musician: Provides instrumental or vocal
performances as needed in recordings.
 Audio Technician: Sets up equipment and assists in
ensuring sound quality.
 Studio Manager: Manages studio schedules, bookings, and
ensures smooth operations.

3. Festivals (Music, Arts, Cultural)

 Event Coordinator: Plans and organizes the festival,

handling logistics, permits, and schedules.
 Performer/Artist: Musicians, dancers, and other
performers who entertain the audience.
 Stage Manager: Manages stage activities, schedules
performances, and coordinates with performers.
 Vendor Coordinator: Manages booths and food vendors,
ensuring compliance with festival guidelines.
  Marketing and PR Specialist: Promotes the festival,
creating advertising and media content.

4. Galleries.

 Curator: Selects and arranges artworks for display, often

creating thematic exhibitions.
 Gallery Manager: Manages daily operations, including
sales, visitor relations, and gallery upkeep.
 Art Handler: Safely installs, packs, and moves artwork
within the gallery space.
 Guide: Provides tours and information, educating visitors
about the art on display.
 Marketing Specialist: Promotes exhibitions and events
through advertising and social media.

5. Fine Arts Studio

 Artist: Creates original artwork such as paintings,

sculptures, or ceramics.
 Studio Assistant: Assists the artist with preparation,
materials, and other studio tasks.
 Art Instructor: Teaches techniques to students, guiding
them in developing their skills.
 Art Therapist: Uses art-making activities to support
clients’ mental and emotional health.
  Studio Manager: Manages resources, materials, and
ensures the studio is organized.

6. Workshops.

 Workshop Leader/Instructor: Leads sessions, teaching

specific techniques or skills.
 Coordinator: Organizes the workshop, handling logistics,
registration, and materials.
 Facilitator: Assists participants during the workshop,
helping them understand and apply techniques.
 Supply Manager: Manages tools, materials, and supplies
needed for the workshop.
 Marketing Specialist: Promotes the workshop to attract
participants.

7. Exhibitions.

 Exhibition Curator: Plans the exhibition theme, selecting

and arranging the pieces on display.
 Exhibit Designer: Designs the layout and display of the
exhibition to enhance visitor experience.
 Event Planner: Organizes opening events, receptions, and
special tours.
 Security Staff: Ensures the safety of artworks and visitors
during the exhibition.
  Marketing and Public Relations: Promotes the exhibition
through media, advertising, and social platforms.

8. Cultural and Sports Centres.

 Program Coordinator: Plans activities, classes, or events

that align with cultural and sports objectives.
 Instructor/Coach: Leads classes or training sessions in
sports or cultural activities.
 Event Manager: Organizes events and manages logistics
for cultural festivals or sports competitions.
 Community Outreach Coordinator: Engages the local
community, promoting participation in programs.
 Facility Manager: Oversees maintenance, safety, and
resource management for the centre.

Entrepreneurial Opportunities in Creative Arts and

Sports.

 Entrepreneurial Opportunities: These are chances for

people to start and grow their own businesses by
identifying needs, trends, or gaps in the market.
  Entrepreneurs use these opportunities to create products
or services that people want, often by using their skills,
ideas, and resources.

Entrepreneurial Opportunities in Creative Arts:

The following are some of the entrepreneurial opportunities in
Creative Arts:

1.Art Sales and Exhibitions:

 This involves Creating, selling, or showcasing original

artwork in galleries or online.
 Opportunity: Artists can sell directly to buyers or work
with art galleries. Some may also create online stores or
use platforms to reach a wider audience.

2.Graphic Design Services:

 This involves offering design services for branding,

advertisements, or digital content.
 Opportunity: Entrepreneurs can start a graphic design
agency, focusing on logos, social media graphics, and
websites for businesses.
3.Online Content Creation:

 This involves creating content like videos, photography,

and blogs.
 Opportunity: Many creators monetize through ads,
sponsorships, or product sales on platforms like YouTube,
Instagram, and blogs.

4.Handmade Crafts and Merchandise:

 This involves selling handmade items such as jewelry,

clothing, or home decor.
 Opportunity: Craft artists can sell products on platforms
like Etsy, at markets, or through their own websites.

5.Film and Media Production:

 This involves producing video content, short films, or

online shows.
 Opportunity: Filmmakers can create their own production
companies, working on projects for clients or streaming
platforms.

6.Photography Studio:

 This involves opening a photography business specializing

in events, portraits, or commercial photography.
  Opportunity: Photographers can offer specialized services,
such as wedding photography, product photos for
businesses, or family portraits.

7.Creative Writing and Self-Publishing:

 This involves writing books, blogs, or scripts and self-

publishing them online or in print.
 Opportunity: Writers can self-publish e-books, novels, or
poetry collections, reaching readers directly without
needing a traditional publisher.

8.Music Production and Studio Services:

 This involves setting up a music production studio to

record music for independent artists, bands, or content
creators.
 Opportunity: Music producers can offer recording,
mixing, and mastering services, helping artists produce
high-quality music.

9.Fashion and Clothing Line:

 This involves starting a brand that designs and sells

unique clothing, accessories, or wearable art.
  Opportunity: Fashion designers can sell their creations
through online platforms, pop-up stores, or collaborations
with larger brands.

Entrepreneurial Opportunities in Sports.

1.Personal Training and Coaching:

 This involves offering training sessions for fitness, specific

sports, or skill development.
 Opportunity: Personal trainers and coaches can create
their own fitness programs, open gyms, or train clients
individually or in groups.

2.Sports Merchandise:

 This involves selling sports-related items like clothing,

jerseys,equipment.
 Opportunity: Entrepreneurs can start an online store or
partner with local teams to sell branded merchandise.

3.Sports Event Planning:

 This involves organizing sports events or tournaments.

 Opportunity: Event planners can create and host sports
events, from local tournaments to larger events, offering
ticket sales, sponsorships, and promotions.
4.Sports Nutrition and Supplements:

 This involves creating or selling nutrition products aimed

at athletes and fitness enthusiasts.
 Opportunity: This can include starting a line of health
supplements or providing diet plans focused on sports
performance.

5.Sports Media and Blogging:

 This involves reporting, analyzing, or creating content

about sports.
 Opportunity: Sports bloggers, analysts, and videographers
can build a following and monetize through ads,
sponsorships, or paid content.

6.Athlete Management and Representation:

 This involves representing athletes to negotiate contracts,

sponsorships, and brand deals.
 Opportunity: Agents or managers work with athletes to
handle career growth, business opportunities, and public
relations.

7.Sports Technology and App Development:

 This involves creating apps or tech solutions for sports

training, fitness tracking, or team management.
  Opportunity: Entrepreneurs can develop mobile apps for
things like skill tracking, virtual coaching, or injury
prevention.

8.Virtual Sports Training Programs:

 This involves offering online courses, workouts, or

training plans accessible from anywhere.
 Opportunity: Coaches can create video-based programs or
live sessions, providing flexible and accessible training for
people worldwide.

9.Youth Sports Camps and Clinics:

 This involves organizing camps or clinics to train young

athletes in specific sports.
 Opportunity: By targeting younger athletes, entrepreneurs
can build a reputation in sports training, helping youth
develop skills and interest in sports.

10.E-sports and Gaming Events:

 This involves organizing events, tournaments, or leagues

in the fast-growing field of esports.
 Opportunity: With the rise of competitive gaming, event
organizers can tap into this market, hosting live or online
tournaments with sponsorships and streaming revenue.
  Entrepreneurial opportunities in both fields allow people
to turn their passion and expertise into a business,
creating unique services and products that meet the needs
of fans, customers, and communities.

COMPONENTS OF CREATIVE ARTS AND SPORTS.

1.PLAY.

A play is a story told through dialogue and action, performed

by actors on a stage. It often explores human experiences and
emotions.

Components of a Play:

1.Theme:

 This is the main idea or message of the play. It’s what the
story is really about, like love, friendship, or conflict.

2.Characters:

 These are the people in the play. Each character has their
own personality, goals, and relationships with others. They
drive the story forward.
3.Plot:

 These are the sequence of events that happen in the play.

It includes the beginning (introduction), middle (rising
action and climax), and end (resolution).

4.Setting:

 Refers to time and place where the play occurs. This can
include details about the location (like a city or a house)
and the time period (like the past, present, or future).

5.Language:

 Refers to the words and style of speech used by the

characters.
 This includes dialogue (what characters say) and
sometimes monologues (long speeches by one character). It
helps convey emotions and character traits.

6.Conflict Resolution:

 Refers to the way problems or conflicts in the play are

solved by the end.
 This can involve characters overcoming challenges,
making decisions, or finding peace after a struggle.

These components work together to create an engaging and

meaningful experience for the audience.
PHYSICAL FITNESS AND IT'S COMPONENTS.
 Physical fitness refers to the ability of your body to work
effectively and efficiently during physical activity.
 Being physically fit means having strength, endurance,
flexibility, and overall health that helps you perform daily
tasks without feeling too tired and reduces your risk of
injuries and illness.

Components of Physical Fitness

1.Power:

 Power is the ability to exert maximum force quickly.

 It combines strength and speed, like when you jump high,
sprint fast, or lift a heavy weight in a short burst.
 Power helps in activities that require quick movements,
such as in sports or when lifting something heavy.

2.Reaction Time:

 Reaction time is how quickly you can respond to a

stimulus, like when you start moving as soon as you hear
a starting signal in a race.
  It’s important in situations where fast responses are
needed, like catching a ball, dodging an object, or reacting
quickly in emergencies.

Here are examples of activities that demonstrate power and

reaction time:

a) Power:
1. Jumping:
 Exercises like vertical jumps, box jumps, and long jumps
show power as they require you to push off the ground
with maximum force quickly.
2.Sprinting:

 Sprinting at full speed needs both strength and speed,

making it a good example of power.
2. Weightlifting:
 Lifting a heavy weight in a short, explosive movement,
such as in clean and jerk or snatch lifts, shows power.

b) Reaction Time:
1.Table Tennis:

 Players need to react quickly to the opponent’s shots,

adjusting their movements instantly to hit the ball back.
2.Dodgeball:

 In dodgeball, players must react fast to dodge or catch the

ball being thrown at them.

ACTIVITY:

1.Which other activities demonstrates power and reaction

time?
RHYTHM.
 Rhythm is the pattern of sounds and silences in music.
 It is what makes music feel steady and helps us keep time.
 You can think of rhythm as the beat or pulse that you tap
your foot to or clap your hands along with.
 It includes how long notes are played and how they are
organized in a piece of music.
 Rhythm gives music its movement and flow, making it
enjoyable to listen to and easy to dance to.

Components of Rhythm.
1.Dotted Minim

 A dotted minim is a musical note that lasts for 3 beats.

 The dot adds an extra beat to the regular minim, which
normally lasts for 2 beats.
 Rest: The rest for a dotted minim is called a dotted minim
rest, which also lasts for 3 beats of silence.

2.Dotted Crotchet.

 A dotted crotchet is a note that lasts for 1.5 beats.

 The dot adds half of the value of the crotchet, which
normally lasts for 1 beat.
  Rest: The rest for a dotted crotchet is called a dotted
crotchet rest, which lasts for 1.5 beats of silence.

3.Quaver.

 A quaver is a note that lasts for 0.5 beats. It’s a shorter

note, often used in fast music.
 Rest: The rest for a quaver is called a quaver rest, which
lasts for 0.5 beats of silence.

Summary

Dotted Minims: 3 beats (note) and 3 beats (rest).

Dotted Crotchets: 1.5 beats (note) and 1.5 beats (rest).

Quavers: 0.5 beats (note) and 0.5 beats (rest).

 These notes and rests help create the rhythm in music by

determining how long sounds and silences last.

Activities for Demonstration includes:

1.Clapping Exercise:

 Dotted Minim (3 beats): Have learners clap their hands

for three beats, counting out loud (1-2-3).
 Dotted Crotchet (1.5 beats): Learners can clap once for
one beat and then hold a quick clap for half a beat .
  Quaver (0.5 beats): Learners can clap twice quickly in
succession (1-and).

Rests: After each exercise, pause for the corresponding rest

duration:

Dotted Minim Rest: Silence for 3 beats.

Dotted Crotchet Rest: Silence for 1.5 beats.

Quaver Rest: Silence for 0.5 beats.

2.Using Instruments:

 Dotted Minim: Play a long note on an instrument (like a

recorder or piano) for 3 beats, then pause for a rest of the
same duration.
 Dotted Crotchet: Play a note for 1.5 beats, and then add a
quick note for half a beat.
 Quaver: Play two quick notes back-to-back, each lasting
0.5 beats.

Use rests after each note to practice silent periods.

3.Body Movement:

 Dotted Minim: Have learners hold a pose or remain still

for 3 beats.
 Dotted Crotchet: Perform a small jump or gesture for 1.5
beats.
  Quaver: Take two quick steps or claps for 0.5 beats each.
 Incorporate pauses to represent rests, encouraging
learners to be aware of the timing.

Note Extension.
 Note extension is a way to make a note last longer than its
usual duration in music.
 Dots and ties are two ways to extend the length of a note:

1.Dots:

 A dot placed after a note makes the note longer by adding

half of its original value.
 For example, a minim (2 beats) with a dot becomes a
dotted minim and lasts for 3 beats (2 beats + 1 extra beat
from the dot).

2.Ties:

 A tie is a curved line connecting two notes of the same

pitch, making them sound as one combined note.
 For example, if two crotchets (1 beat each) are tied, they
become a single note lasting for 2 beats.
 In short, dots and ties are ways to extend the duration of
notes, helping to create smooth, flowing rhythms in music.
Pitch and Grand Stave.
1.Grand Stave:

 The grand stave is a set of two staffs (or lines) used in

music, usually for piano.
 It includes the treble staff (for higher notes) on top and
the bass staff (for lower notes) on the bottom.
 This helps musicians read a large range of notes at once.

2.Pitch:

 Pitch is how high or low a note sounds.

 Higher pitch notes sound lighter or sharper, while lower
pitch notes sound deeper or heavier.
 On the grand stave, the pitches are represented by notes
placed on the treble staff (top) and bass staff (bottom).

Here’s a breakdown of the key pitches:

1.Treble Staff (Top).

 Lines (from bottom to top): E, G, B, D, F

 Mnemonic: "Every Good Boy Deserves Fruit."
 Spaces (from bottom to top): F, A, C, E
 Mnemonic: "FACE."
 These notes represent higher pitches, commonly played by
the right hand on instruments like the piano.
2.Bass Staff (Bottom).

 Lines (from bottom to top): G, B, D, F, A

 Mnemonic: "Good Boys Deserve Fruit Always."
 Spaces (from bottom to top): A, C, E, G
 Mnemonic: "All Cows Eat Grass."
 These notes represent lower pitches, often played by the
left hand on the piano.

3.Middle C.

 Middle C is an important note that sits between the treble

and bass staves.
 It’s right on the line that connects the two staves in the
grand stave and serves as a central reference point for
pitch.
 Each pitch on the grand stave corresponds to a specific
key on the piano and helps musicians identify which notes
to play, whether high or low.
DRAWING AND PAINTING.
 Harmony, or unity, in a picture refers to how different
elements within the artwork work together to create a
pleasing and cohesive whole.
 Here’s a simple breakdown of the concept:

1. Color Harmony.

 Similar Colors: Using colors that are next to each other on

the color wheel (like blue and green) creates a calm
feeling.
 Complementary Colors: Using colors opposite each other
(like red and green) can create vibrant contrast but still
feel balanced when done right.

2. Shape and Form.

 Repeating Shapes: If a picture has shapes that are

repeated (like circles or triangles), they create a sense of
unity.
 Balanced Composition: Placing shapes in a way that they
balance each other out, either symmetrically or
asymmetrically, helps the viewer's eye move comfortably
across the image.
3. Texture.
  Consistent Texture: Using similar textures (smooth,
rough, soft) throughout the picture can tie the elements
together.
 Varied but Related: A mix of textures can add interest
while still maintaining harmony if they relate to the
theme.

4. Line and Direction.

 Connecting Lines: Lines that lead the viewer’s eye across

the picture can create a sense of flow and unity.
 Directional Lines: Lines that point toward a focal point
can help unify the elements around that point.

5. Subject Matter

 Thematic Consistency: If all the elements in the picture

relate to a common theme or subject (like a landscape, still
life, or portrait), it helps create harmony.
 Mood and Emotion: The feelings expressed in the image
(joyful, peaceful, dramatic) can unify the elements and
engage the viewer.
Example of Harmony in a Picture.
Imagine a painting of a sunset over a calm lake:

 Color Harmony: Soft oranges, pinks, and blues create a

soothing palette.
  Shape and Form: The smooth curves of the water reflect
the rounded shapes of the clouds.
 Texture: The gentle ripples in the water might mimic the
fluffy texture of the clouds, tying them together.
 Line and Direction: The horizon line draws the eye across
the picture, connecting the sky to the water.
 Subject Matter: Everything in the painting (the sun,
water, and clouds) relates to the theme of nature and
tranquility.

Conclusion

 In summary, harmony or unity in a picture occurs when

all the elements—colors, shapes, textures, lines, and
themes—work together to create a cohesive and pleasing
image.
 This sense of harmony helps the viewer feel connected to
the artwork and enhances the overall experience.

Example; Drawing Ideas for Harmony/Unity

Nature Scene: Draw a forest where all trees have similar
textures, and animals have matching colors.
Cityscape: Create a city drawing where buildings repeat in
similar shapes and colors.

Family Portrait: A drawing of family members with consistent

colors in clothing and repeated shapes (like similar smiles or
eyes).

PAINTING.
 Painting is a way of creating pictures or designs by
applying color to a surface, like paper, canvas, or walls,
usually with brushes, sponges, or even fingers.
  It’s a form of art where people express ideas, emotions, or
scenes by using different colors and techniques.

1.Color Harmony

 Color harmony is when colors in an artwork look good

together and create a pleasing, balanced effect.
 It happens when colors work well together, making the
picture feel unified and attractive to the eye.
 For example, using colors that sit next to each other on the
color wheel, like blue, green, and blue-green, creates a
peaceful and harmonious effect.

2. Color Mood

 Color mood is the feeling or atmosphere that colors in an

artwork can create.
 Different colors can make people feel different emotions,
so artists choose colors to set the mood they want in their
art.
 Warm colors (like red, orange, and yellow) can make a
picture feel energetic, happy, or intense.
 Cool colors (like blue, green, and purple) can create a
calm, peaceful, or sometimes sad feeling.
 Dark colors can add a mysterious or serious mood, while
light colors can make a picture feel bright and cheerful.
3. Texture of Forms (Dabbing)

 Texture in art refers to how something feels to the touch or

how it looks like it would feel.
 Dabbing is a painting technique where artists tap the
surface with a brush or sponge to create a rough or soft
texture.
 This texture gives the picture more depth and interest,
making it look like certain parts have a real, touchable
feel.

For instance, dabbing can make trees look leafy, clouds look
fluffy, or rocks look rough. It’s a way to make the painting look
more lifelike and interesting.

In summary:

 Color harmony makes colors in a picture look good

together.
 Color mood sets the feeling of the artwork.
 Texture of forms (dabbing) adds a touchable quality to the
artwork, giving it depth and interest.
 Analogous colors are colors that sit next to each other on
the color wheel.
  They usually blend well together and create a harmonious,
calming effect because they share similar hues.

Identifying Analogous Colors

 To identify analogous colors, pick any color on the color
wheel.
 Then, look at the colors directly to the left and right of it.
These three colors make an analogous color scheme.

For example, if you start with blue, the colors next to it are
blue-green and blue-purple.

Classifying Analogous Colors on the Color Wheel

 Here’s how analogous color groups might look on a typical
color wheel:
i. Yellow, Yellow-Orange, and Orange: These colors are
warm and work well for sunset or autumn scenes.
ii. Red, Red-Orange, and Orange: These are also warm and
are good for fiery or energetic scenes.
iii. Blue, Blue-Green, and Green: These colors are cooler and
create a peaceful, nature-inspired feel, like oceans or
forests.
iv. Purple, Blue-Purple, and Blue: Another cool scheme that
can feel relaxing or dreamy, often used in night or sky
scenes.

Using Analogous Colors in Painting

 When painting with analogous colors:
 They blend smoothly together, so you don’t get sharp
contrasts.
 They create a soothing, cohesive look, perfect for themes
like nature, calm emotions, or gentle transitions.
 In summary, analogous colors are side-by-side on the color
wheel and are perfect for creating harmony and unity in
art.

Why Color Classification is Important in Drawing

 Color classification means organizing colors into groups,
like warm colors (reds, yellows, oranges) and cool colors
(blues, greens, purples), or grouping them as primary
colors, secondary colors, and so on.
  Classifying colors helps artists:
i. Create Harmony: When colors are organized, it’s easier
to choose colors that look good together and create a
balanced picture.
ii. Control Contrast: Artists can decide when to use
contrasting colors to make certain parts of a picture
stand out.
iii. Set a Theme: By selecting colors from a particular
group, artists can make a drawing look unified and
cohesive.

How Color Affects Mood

 Colors have a big impact on how a picture feels.
 Here’s a simple guide on how different colors can affect
mood:
i. Warm Colors (Red, Orange, Yellow): These colors feel
energizing, cheerful, and can even look intense or exciting.
They’re often used to show warmth, happiness, or action.
ii. Cool Colors (Blue, Green, Purple): These give a calm,
relaxing, and sometimes sad feeling. Cool colors are
common in nature scenes like oceans, forests, and
mountains.
iii. Neutral Colors (Black, White, Gray, Brown): Neutral
colors are often used as backgrounds or to balance out
bright colors. They can feel calm, classic, or serious.
 By understanding color classification and how colors
affect mood, artists can make their drawings more
powerful and meaningful.
 Colors help bring out emotions and tell stories without
words

RHYTHM.
 Note extension in rhythmic patterns, like holding a note
for longer than its usual duration, can have several
interesting effects on music.
 Here’s an outline of its main effects in simple terms:
i. Creates Emphasis:
 Holding a note longer than usual draws attention to it.
 This can make certain parts of the rhythm stand out
and feel more important.
ii. Adds Tension and Release:
 Extended notes can build a feeling of anticipation,
especially when the next note is delayed.
 When the music finally moves on, it often feels more
satisfying.
iii. Changes the Flow:
 Extending a note can slow down the feel of a rhythm or
create a momentary “pause.”
 This can make the rhythm feel more relaxed or help the
listener focus on certain beats.
iv. Adds Expression and Emotion:
 Longer notes can make a rhythm feel more expressive,
adding drama or calmness, depending on how they’re
used.
v. Breaks Repetition:
 If a rhythm is very repetitive, extending a note here and
there can make it more interesting and prevent it from
feeling monotonous.
 In short, note extensions bring variety, emotion, and
movement to rhythms, making the music more engaging
for listeners.
4/4 Time Signature:
 The time signature 4/4 is one of the most common time
signatures in music.
 It indicates that there are four beats in each measure (the
top number, 4), and the quarter note receives one beat (the
bottom number, 4).
 This means that in each measure, you can fit four quarter
notes or any combination of notes that equals the same
total duration.

Counting in 4/4 Time.

 To count in 4/4 time, you typically emphasize the first beat
and maintain a steady pulse.
 Here’s how to do it:
 Count Aloud: Say “1, 2, 3, 4” for each measure.
 1 is the strong beat (downbeat).
 2 and 3 are medium strength.
 4 is slightly less strong but still important.
 Clap or Tap: You can also clap or tap on each count to feel
the rhythm physically.
 Clap on each count: Clap on “1,” “2,” “3,” and “4.”
  Visual Representation
 Here’s how you would see this in music notation:
 Each measure (bar) has four beats.
 In a measure, you might see combinations like:
 Four quarter notes: ♩ ♩ ♩ ♩
 Two half notes: ♩ ♩ (each half note counts as 2 beats)
 One whole note: ♩ (counts as 4 beats)

Practice Counting
To practice counting in 4/4 time:

 Listen to a piece of music in 4/4 time.

 Clap along with the rhythm, counting “1, 2, 3, 4” for each
measure.
 Try playing simple rhythms, counting out loud to reinforce
your understanding of the time signature.
 Counting in 4/4 time helps maintain a steady tempo and is
essential for coordinating with other musicians in
ensemble settings.
 Note values represent the duration of a note in music,
indicating how long it should be held relative to other
notes.
  Here’s an explanation of some common note values,
specifically the dotted minim, dotted crochet, and quaver,
along with their respective rests.

1. Dotted Minims

 Value: A minim (or half note) is worth 2 beats in 4/4 time.

 Dotted Minim: When a dot is added to a minim, it
increases its duration by half of its original value.

Calculation:
Original value: 2 beats

Half of 2 beats: 1 beat

Total: 3 beats (2 beats + 1 beat).

 Notation: The dotted minim looks like a regular minim

but has a dot placed to its right.
 Rest: The rest for a minim (half note) is called a minim
rest and looks like a small rectangle hanging from the
second line of the staff.
 It also represents 2 beats of silence.

2. Dotted Crochets

 Value: A crotchet (or quarter note) is worth 1 beat in 4/4

time.
  Dotted Crotchet: A dot added to a crotchet increases its
duration by half of its original value.

Calculation:

Original value: 1 beat

Half of 1 beat: 0.5 beats

Total: 1.5 beats (1 beat + 0.5 beats).

 Notation: The dotted crotchet looks like a regular crotchet

with a dot to its right.
 Rest: The rest for a crotchet (quarter note) is called a
crotchet rest and is represented by a small squiggle. It
indicates 1 beat of silence.

3. Quaver Notes

 Value: A quaver (or eighth note) is worth 0.5 beats in 4/4

time.
 Notation: A quaver has a stem and a single flag.
 Rest: The rest for a quaver is called a quaver rest, which
looks like a small curved line similar to a number "7." It
represents 0.5 beats of silence.
Summary of Note Values and Rests.

Note Type Duration (Beats) Notation Rest Notation

Dotted Minim 3 beats (𝅗𝅗) (𝅗) 2 beats

Dotted Crotchet 1.5 beats (𝅗𝅗) (𝅗) 1 beat

Quaver 0.5 beats(𝅗𝅗) (𝅗) 0.5 beats

 Understanding these note values and their corresponding

rests is fundamental for reading and writing music, as they
help establish the rhythm and flow of a piece.

 Notating four-bar rhythms in 4/4 time from dictation

means listening to a rhythmic pattern (four bars long) in
4/4 time and then writing it down using musical notation.

 This exercise builds listening skills and helps students

connect sounds with their written symbols in music.
ATHLETICS AND MOSAIC.
1. Triple Jump

 The triple jump is an athletic event where an athlete

performs three distinct phases: a hop, a step (or bound),
and a jump, before landing in a sand pit.

Phases of the Triple Jump:.

 In the triple jump, the movement is divided into four main
phases: approach, take-off, flight, and landing. Here’s how
each phase works:
1. Approach.
 The approach phase is the running start that builds speed
and momentum before the jump.

How it’s done:

 The athlete runs down the track, gradually accelerating to
reach maximum speed just before the take-off.
 Purpose: A strong, controlled approach is essential for a
powerful jump, as speed translates into greater distance.

2. Take-Off.

 The take-off phase is when the athlete transitions from

running to jumping.
How it’s done:

 The athlete plants one foot firmly on the take-off board

and uses it to launch into the first phase of the jump.
 Purpose: The take-off converts the forward speed into
upward and forward motion, giving the jump distance and
height.

3. Flight (Hop, Step, and Jump)

 The flight phase has three parts:

 Hop: The athlete jumps off the take-off foot, lands on the
same foot, and then pushes off again.
 Step: After the hop, the athlete lands on the opposite foot
and pushes off once more.
 Jump: Finally, the athlete takes off from the opposite foot
and jumps into the sandpit.
 Purpose: Each part of the flight phase builds on the
previous one, helping the athlete maintain balance and
maximize distance.

4. Landing.

 The final phase where the athlete lands in the sandpit.

How it’s done:

  The athlete brings their legs forward, extending them for
the furthest landing possible, and uses their arms to help
balance.
 Purpose: A well-controlled landing maximizes the jump’s
total distance and helps prevent injury.
 Each phase is critical for a successful triple jump,
requiring coordination, balance, and timing to achieve the
maximum possible distance.

1. Approach Phase Skills.

 Speed and Acceleration Control: The athlete must build

and control speed without losing balance.
 Consistency in Stride Length: Helps maintain rhythm and
reach the take-off board accurately.
 Focus and Coordination: Essential for timing the final step
before take-off.

2. Take-Off Phase Skills.

 Power and Explosiveness: The athlete must push off the

take-off board with force to gain height and distance.
 Balance and Stability: Helps keep the body controlled as it
transitions from running to jumping.
  Proper Foot Placement: Ensures a strong push-off and
minimizes the risk of fouling (overstepping the take-off
line).

3. Flight Phase Skills (Hop, Step, Jump)

 Hop Skill: Balance and control while landing on the same

foot after the first jump.
 Step Skill: Coordination to transition from the first foot to
the opposite foot without losing momentum.
 Jump Skill: Ability to push off strongly from the second
foot and maintain body posture for maximum distance.

4. Landing Phase Skills.

 Leg Extension and Control: Brings the legs forward for a

longer reach and controlled descent.
 Body Positioning: Leaning forward helps prevent falling
backward on impact, which would reduce the measured
distance.
 Core Stability: Keeps the body balanced to ensure a safe,
effective landing.
 In summary, while the phases describe the actions taken in
each part of the triple jump, the skills are the abilities
needed to perform these actions well.
  Each phase relies on specific skills to maximize
performance and achieve the best jump distance.

LONG DISTANCE RACES IN ATHLETICS.

 Long-distance running refers to running races that cover
significant distances, typically beyond a mile. These races
emphasize endurance, stamina, and strategy rather than
speed

Types of Long Distance Races:

(1.).5,000 meters (5K):

A popular race distance, often seen in track events and road

races.

(2.).10,000 meters (10K):

A standard distance in track and cross country events.

(3.).Half Marathon (21.1 kilometers):

A road race that covers half the distance of a full marathon.

(4).Marathon (42.2 kilometers):

A long-distance running race that is a staple in road racing

events
Techniques for Long Distance Running:

1.Pacing:

 Maintaining a consistent speed throughout the race to

avoid fatigue.

2.Breathing:

 Using a rhythmic breathing pattern to optimize oxygen

intake.

3.Foot Strike:

 Running with a mid-foot or forefoot strike to improve

efficiency and reduce injury risk.

4.Posture:

 Keeping an upright posture with relaxed shoulders helps

with breathing and reduces fatigue.

5.Nutrition and Hydration:

 Fueling properly before and during the race, and staying

hydrated to maintain energy levels.
MOSAIC.
 A mosaic is a piece of art or decoration made by
assembling small pieces of colored glass, stone, or other
materials to create a larger image or pattern.

Characteristics of Mosaic:
1.Composition:

 Made up of small, often irregularly shaped pieces (called

tesserae) that fit together to form a complete picture.

2.Color Variety:

 Mosaics can use a wide range of colors and materials to

create visual interest.

3.Durability:

 Mosaics are often very durable and can withstand the

elements, making them suitable for both indoor and
outdoor use.

4.Detail and Texture:

 The use of different materials can create a textured

surface, adding depth to the artwork.

5.Versatility:
  Mosaics can be used in various applications, including
flooring, wall art, and decorative objects.

 Here are some locally available materials and tools that

can often be used to create mosaic art:

Materials:

1.Ceramic Tiles: Old or broken tiles from construction sites or

home projects can be used as tesserae.

2.Glass Pieces: Broken glass from bottles or windows can be

cut into small pieces for mosaics.

3.Pebbles and Stones: Small stones or pebbles collected from

natural areas add texture and earth tones.

4.Shells: Collected from beaches, shells provide natural

patterns and colors.

5.Recycled Plastic: Pieces of plastic from containers can be cut

into small shapes and used as colorful tesserae.

6.Beads: Leftover or inexpensive beads from jewelry-making

provide small, colorful details.

7.Pottery Shards: Broken pottery can be used to add a unique

look and cultural feel to the mosaic.
8.Seeds or Beans: Dried seeds, lentils, or beans can add natural
colors and textures.

Tools:
1.Tile Cutter: Used to cut larger tiles or glass pieces into
smaller shapes.

2.Hammer: Useful for breaking tiles or other materials into

smaller pieces.

3.Adhesive (Glue or Cement): Needed to stick tesserae to the

base; cement, tile adhesive, or even strong glue can work.

4.Grout: Can be prepared from locally available cement to fill

spaces between tesserae.

5.Tweezers: For placing small pieces precisely.

6.Safety Gear: Gloves and safety goggles are essential to

protect against sharp edges.

7.Sponge or Cloth: For wiping away excess grout and cleaning

the surface of the mosaic.

 Using locally available materials and simple tools can

make mosaic art accessible and sustainable, often
incorporating recycled or natural materials into creative
designs.
  In mosaic art, support and adhesive are essential for
creating a stable and durable piece. Here’s what they
mean:

1.Support

 The support is the base or surface on which the mosaic is

created.
 Types of Supports: Common supports include wood
panels, concrete slabs, metal sheets, glass, or even walls
and floors.
 Purpose:The support provides a solid foundation for the
mosaic. It needs to be durable and stable enough to hold
the weight of the tesserae (tiles) and withstand
environmental conditions if used outdoors.

2.Adhesive

 The adhesive is the material used to attach the tesserae to

the support.
 Types of Adhesives: Common adhesives include tile glue,
cement-based mortar, or specialized mosaic glue,
depending on the type of support and materials used.
 Purpose: Adhesive keeps the tesserae securely in place on
the support. A strong adhesive ensures that the mosaic is
 durable and that pieces won’t easily come off over time or
with exposure to moisture.
 In short, the support is the foundation of the mosaic, while
the adhesive is what bonds the tesserae to the support,
creating a lasting work of art.
MELODY.
 Melody is the main tune in a piece of music, the part that
you usually remember and can hum or sing along to.
 It’s a series of musical notes played or sung in a sequence
that creates a recognizable pattern.

Key Points about Melody:

1.Single Line of Notes:

 A melody is a line of individual notes, one after another,

creating a tune.

2.Pitch and Rhythm:

 Melody is made up of different pitches (how high or low a

note sounds) and rhythm (the timing of the notes).

3.Catchy and Memorable:

 Melodies are often designed to be memorable or catchy,

which is why they stand out in songs.

4.Emotional Expression:

 Melodies can convey different emotions—happy, sad,

exciting, or calm—depending on the notes and rhythm.
  For example, in a song, the part you sing along to, like the
chorus, is usually the melody. It's the "voice" of the music
that tells the story and connects with listeners.

VARIATIONS.
 Variations in music refer to changes made to a musical
idea or theme.
 There are three main types of variations:
a. Rhythmic Variations.
 Refers to the changes to the rhythm of a musical phrase
while keeping the notes the same.

Examples:

Changing the speed of the notes (making some faster or

slower).

Adding rests or changing the timing of notes.

Purpose: To create interest and excitement in the music.

b. Melodic Variations

 Refers to the changes to the melody (the main tune)

while keeping the overall structure the same.

Examples:
Altering some notes in the melody (making them higher or
lower).

Adding extra notes or changing the order of the notes.

Purpose: To give a fresh perspective on the original melody.

c. Dynamic Variations

 Refers to the changes to the volume or intensity of the

music.

Examples:

Playing a section louder or softer (e.g., from piano to forte).

Adding accents to certain notes to emphasize them.

Purpose: To create emotion and contrast within the music.

Note Values
 Note values indicate how long a note is held in music.
Here’s a breakdown of the dotted minim, dotted
crotchet, and quaver:

a. Dotted Minim

 Value: A minim is worth 2 beats.

 With a dot: A dot adds half of the note's value, which is 1
extra beat (half of 2 beats).
  Total Value: So, a dotted minim is worth 3 beats (2 + 1 =
3).

b. Dotted Crotchet

 Value: A crotchet is worth 1 beat.

 With a dot: The dot adds half of its value, which is 0.5
extra beats.
 Total Value: So, a dotted crotchet is worth 1.5 beats (1 +
0.5 = 1.5).

c. Quaver

 Value: A quaver is worth 0.5 beats.

 No dots: It has no additional value added.
 Total Value: A quaver remains 0.5 beats.

Summary
Variations:

Rhythmic: Changes in timing.

Melodic: Changes in the tune.

Dynamic: Changes in loudness.

Note Values:
Dotted Minim: 3 beats (2 + 1).
Dotted Crotchet: 1.5 beats (1 + 0.5).

Quaver: 0.5 beats.

 Understanding these concepts helps in reading,

performing, and appreciating music more deeply!
 RUGBY.
What is Rugby?

 Rugby is a team sport played with an oval-shaped ball,

where two teams try to score points by carrying the ball
to the opposing team's end zone or kicking it through
their goalposts.
Basic Rules of Rugby.
1.Teams:

 Each team has 15 players in rugby union and 13 players in

rugby league.

Scoring:
2.Try:

 Worth 5 points; scored by touching the ball down in the

opponent's in-goal area.

3.Conversion:

 Worth 2 points; a kick taken after a try to add extra points

by kicking the ball through the goalposts.

4.Penalty Kick:

 Worth 3 points; awarded after a foul, where the team can

attempt to kick the ball through the goalposts.

5.Drop Goal:

 Worth 3 points; a kick taken from open play that goes

through the goalposts after the ball is dropped and kicked.

6.Passing:

 The ball can only be passed backward or sideways.

Forward passes are not allowed.

7.Tackling:

 Players can tackle the ball carrier below the shoulders.

High tackles (above the shoulders) are illegal.

8.Offside Rule:
  A player is offside if they are in front of the ball when it is
played by a teammate. Offside players cannot participate
in the play.

9.Set Pieces:

9.Scrum: Used to restart play after minor infractions, where

players pack together and compete for the ball.

10.Lineout: Used to restart play after the ball goes out of

bounds, where players jump to catch the ball thrown in from
the sideline.

11.Duration of the Game:

 A standard match consists of two halves, usually lasting 40

minutes each, with a halftime break.

12.Referee:

 The referee oversees the game, enforces the rules, and can
penalize players for infractions.

Safety Measures in Rugby

1.Protective Gear:

 Players are encouraged to wear appropriate gear, such

as mouthguards, headgear (scrum caps), and shoulder
pads, to reduce the risk of injury.
2.Proper Tackling Technique:

 Players must be trained in safe tackling techniques to

minimize the risk of head and neck injuries. Tackles
should be executed below the line of the shoulders.

3.Fitness and Conditioning:

 Players should maintain good fitness levels to reduce the

risk of injuries during games and practices.

4.Hydration and Nutrition:

 Staying hydrated and eating properly helps players

perform well and recover quickly.

5.Medical Support:

 Access to medical staff during games and practices is

essential. Players should be monitored for injuries and
have access to first aid if needed.

6.Education and Training:

 Players, coaches, and referees should be educated about

the rules of the game and safety practices to ensure a
safe playing environment.

7.Warm-Up and Cool-Down:

  Proper warm-up before games and cool-down exercises
afterward can help prevent injuries.

8.Respecting the Game:

 Players should respect opponents, referees, and the

rules of the game to maintain a safe and fair
environment for all participants.
 Following these basic rules and safety measures can help
ensure a positive and safe experience for everyone
involved in rugby.

DIFFERENT PASSES IN RUGBY.

1.Spin Pass.

 A spin pass is a type of pass that involves spinning the ball

with both hands to make it travel farther and more
accurately.

How to do it:
 Hold the ball with your fingers on the seams.
 Stand sideways to your target.
 As you throw the ball, twist your wrists to create a spin.
 The ball should rotate as it travels, making it easier for
your teammate to catch.
When to use it:
 Use the spin pass when you need to pass the ball over a
longer distance and want to ensure it reaches your
teammate accurately, especially in open play.
2. Pop Pass.
 A pop pass is a short, quick pass made by pushing the
ball to a teammate, usually when they are close to you.

How to do it:
 Hold the ball close to your body with both hands.
 Bend your knees slightly and use a quick motion to push
the ball out to the side.
 Your teammate should be ready to catch it right away.

When to use it:

 Use the pop pass in tight situations, like when you are
near the defensive line or when you want to keep the
ball moving quickly between teammates.

3. Basic Pass.

 The basic pass is the most fundamental pass in rugby,

usually thrown to the side or backward to a teammate.

How to do it:
  Hold the ball with both hands at chest level.
 Step to the side of your teammate and push the ball
toward them using a straight motion.
 Keep your arms straight and follow through to ensure
accuracy.

When to use it:

 Use the basic pass to quickly get the ball to a teammate
during play, especially when you're moving as a team
and need to maintain possession.

Summary
 Spin Pass: A longer pass that spins for accuracy.
 Pop Pass: A quick, short pass for close situations.
 Basic Pass: A straightforward pass to keep the game
moving.
 Mastering these passes helps teams work together and
create scoring opportunities in rugby!

KICKING TECHNIQUES IN RUGBY.

1.Place Kick:

 Used for conversions (after a try) or penalty kicks.

  The ball is placed on the ground, and the kicker aims to
kick it through the goalposts.

2.Drop Kick:
  The ball is dropped and kicked just as it touches the
ground.

 Commonly used for kickoffs and trying to score during

open play.

3.Punt Kick:

 A kick where the ball is kicked before it touches the

ground.
  Often used to clear the ball from the defensive area or gain
territory.

4.Grubber Kick:

 A low kick that bounces along the ground.

 Useful for running through defenses and can create
scoring opportunities.

5.Chip Kick:

 A short kick over the heads of defenders, allowing the

kicker or a teammate to chase after it.
 It can create space and catch the defense off guard.
 These skills in passing and kicking are essential for
effective gameplay and strategy in rugby.

ACTIVITY;

1.Use digital devices to search for clips and pictures of the

passes and kicks in rugby.

THE END.