THE KENYA NATIONAL EXAMINATIONS COUNCIL

CREATIVE ARTS PROJECT

SCHOOL BASED ASSESSMENT
Grade 4 – 2024

This project must be completed by 26th July 2024

This document consists of 8 printed pages.

Turn over

©2024 The Kenya National Examinations Council

Guidelines for administration
(i) This assessment consists of three parts: PART I Art and Craft, PART II Music, PART
III Physical and Health Education
(ii) Each part contains various tasks that you need to complete. Follow the instructions for
each task carefully
(iii) Each task carries 15 marks.
(i) The tasks should be done in class during the term.
(ii) Read through the scoring rubrics with the learners before they begin the assessment so that
they understand what will be expected of their final work. [the rubric can be printed,
downloaded into learners’ digital devices, written out on the board or projected].
(iii) Ensure the work is carried out by each learner to completion.
(i) All tasks must be completed and submitted by 26th July 2024
(ii) All materials should be improvised where applicable. Schools are encouraged to
reuse materials.

PART 1: ART AND CRAFT

Task expectation: Make a drawing of a still life composition from observation comprising two
percussion instruments that has been set up by your teacher. Ensure that your work is original
and reflects your best effort.

The composition should be within an area measuring 21 cm × 30 cm.

Materials needed:
A3 drawing paper 21 cm × 30 cm.
HB or B pencil or charcoal stick
Eraser
Instructions
STEP 1: Place the drawing paper in a horizontal or vertical position
STEP 2: Draw the object closest to you first
STEP 3: Continue drawing the objects one by one ensure you place each in the
correct position
STEP 4: Shade the objects using smudging and hatching techniques to bring out the
dark and light values, rough and smooth textures.
STEP 5: Read the rubric to see if you have followed all the steps correctly.
Your work will be judged on the following:
1. Use of ¾ of the drawing space
2. Placement of forms (overlapping)
3. demonstration of shading skill, use of a wide range of values to create 3D in the
form
4. Neatness.

2
 PART II: MUSIC
Task: A practical performance task on improvising rhythms on a percussion instrument.
Guidelines:
1. Learners to be guided to identify a percussion instrument and learn how to improvise
rhythms
2. Learners to perform individually
3. The performance to last 1-2 minutes
4. On the assessment day, learner to individually introduce the percussion instrument to be
played, highlighting the community of choice
5. Learners to perform improvised rhythms on the percussion instrument, observing
(i) Steady beat
(ii) Varied improvised rhythms
(iii)Safety for self and other

Creative Arts Project

School Based Assessment
Grade 4
3
PART III: PHYSICAL AND HEALTH EDUCATION (15 marks)
Task 7- Performance task: Chest pass. (8 marks)
Task 8- Performance task: Two handed ball catch. (7 marks)
Instructions to the teacher
The teacher to:
i. Identify a safe area for performing the task.
ii. Ensure safety of all learners as they perform the task.
iii. Provide appropriate ball(s) /improvised ball (s) for performing the activities.
iv. Organise the learners in appropriate pairs
v. Ensure that learners perform adequate warm up prior to the assessment
vi. Where necessary, a teacher or any other authorised personnel could pass the ball to the learner
being assessed in catching or receive the ball from a learner being assessed for passing
vii. Instruct members of each pair to maintain appropriate distance between them as they perform the
activities
viii. Give each pairs a maximum of three trials where necessary
ix. Assess each learner individually.
x. Use the checklist provided to assess the learner’s competencies in the specified tasks
xi. Use the scoring guides provided to rate each learner’s performance.
xii. Learner(s) with disability should be guided / supported by peers/teachers/Teacher Aides or any
other authorised personnel to undertake the task.
Checklist for assessing the learner’s competency in performing chest pass and two-handed ball
catch
Task 7: Assessment of learner’s competency in performing the chest pass
Skills to be Total
Descriptors Marks
performed Marks
1 Stance Standing comfortably, knees slightly bent, feet shoulder width 1
apart
2 Grip Holding the ball firmly with both hands at the chest level, elbows 1
outwards, fingers spread and thumbs pointing each other behind the
ball
3 Body Stepping forward with one foot and extending arms your forward 1
alignment 8
4 Eye focus Focusing on the target/the receiver 1
5 Release Pushing the ball out from the chest and then snapping the wrist to 1
propel the ball to the receiver’s chest or head level.
6 Follow Extending the hands fully with fingers pointing the direction of 1
through the ball
7 Safety Being on a safe space when executing the pass and demonstration 1
awareness of a consistent behaviour that promotes safety of self and others
8 Responsibility Respecting others, caring for the resources, following all the 1
instructions given and accepting own performance

4
 Task 8: Assessment of learner competencies in performing the two-handed ball catch
Skills to be Descriptors marks Total
performed Marks
1 Stance Feet are kept shoulder-width apart, knees slightly bent for better 1
balance
2 Body Trunk is slightly bent facing the direction of the on-coming ball 1
Alignment
3 Focus Eyes on the ball 1 7
4 Hands Hands are kept open, and held close to the chest with fingers spread, 1
thumbs close to each other forming “W” shape
5 Grip Ball is held with both hands, by wrapping fingers around it. 1
6 Follow The ball is cushioned by bringing it close to the chest 1
through or towards the body after the catch
7 Efficacy Enthusiasm and Confidence when performing tasks 1

TOTAL MARKS 15

Creative Arts Project

School Based Assessment
Grade 4
5
PART I: SCORING RUBRIC FOR STILL LIFE DRAWING

CRITERIA EXCEEDING MEETING APPROACHING BELOW

EXPECTATION EXPECTATION EXPECTATION EXPECTATION
4 3 2 1
1. Drawing skill • Overlapping forms • Overlapping forms are • Overlapping forms • Overlapping forms are
- clarity of forms are drawn with drawn clearly and are drawn with some unclear and
-Overlapping of exceptional clarity accurately, with a clarity and accuracy, inaccurately drawn,
forms and accuracy, good sense of depth but depth is less lacking depth
- use of space creating a sense of • Good use of space; convincing • poor use of space;
depth composition is mostly • Basic use of space; composition is
• Exceptional use of balanced and composition has unbalanced and poorly
space; composition is organized some balance but organized
balanced and well- may appear cluttered •
organized or empty
06 marks 05 marks 03 marks 01 marks
2. Execution skill • Shading is consistent, • Shading is consistent, • Shading is rough not • Shading not within the
- Smudging & neat with smooth, smooth, accurate, and consistent, and outlines of the
hatching technique precise, transitions within the outlines of spreads out of some forms/uneven OR
– transitions and within the the forms. There is of the forms very little or no
ranging from dark outlines of the forms. gradation ranging from attempt to shade.
to light There is seamless light to dark.
gradation ranging
from light to dark
06 marks 05 marks 03 marks 01 mark
3 Neatness of Drawing is exceptionally No pencil smudges There are few smudges, Drawing has smudges,
drawing paper. neat and well-presented, visible. There are no tears and minor bends on with major tears or bends
-no smudges with great attention to tears, or folds on the the paper visible. on the paper.
-no folds detail paper.
-no tears

03 marks 02 marks 01 mark 00 marks

6
 PART II: SCORING RUBRIC FOR MUSIC

CRITERIA EXCEEDING MEETING APPROACHING BELOW

EXPECTATION EXPECTATION EXPECTATION EXPECTATION
4 3 2 1
Task 4: Choice of a • Chooses an Chooses appropriate • Chooses a percussion • Chooses a non-
Kenyan percussion appropriate Kenyan Kenyan percussion instrument with authentic percussion
instrument and percussion instrument and gives a limited authenticity instrument and unable
appropriate instrument and proper introduction with faults in to introduce
introduction eloquently introduces introduction appropriately
the performance in
detail
4 marks 4 marks 3 marks 2 marks 1 mark
Task 5: • Improvises highly • Improvises rhythmics • Improvises basic • Has difficulty
Improvising varied intricate rhythmic patterns keeping the rhythmic patterns improvising any
rhythms on patterns, keeping a beat with flaws in beat rhythmic pattern
percussion perfect steady beat and variety
instrument, with utmost
keeping steady consistency
beat.
7 marks 7 marks 5-6 marks 3-4 marks 1-2 marks
Task 6: Observing Performs the improvised Performs the improvised Performs the improvised Performs the improvised
safety while rhythms while observing rhythms while observing rhythms with little regard rhythms with little regard
performing own and others’ safety own safety to safety to safety

4 marks 04 marks 03 marks 02 marks 01 marks

Creative Arts Project 7

School Based Assessment
Grade 4
PART III SCORING RUBRIC FOR PHYSICAL AND HEALTH EDUCATION

CRITERIA EXCEEDING MEETING APPROACHING BELOW

EXPECTATION EXPECTATION EXPECTATION EXPECTATION
4 3 2 1
Task 7 • Learner who Learner who correctly • Learner who • Learner who correctly
chest pass correctly performs 7 performs 5 to 6 skills of correctly performs 3 performs only 2, 1or
to 8 skills of chest chest pass to 4 skills of chest none of the skills
pass pass specified
8 marks 7- 8 marks 5-6 marks 3-4 marks 0-2 marks
Task 8 • Learner who • Learner who correctly • Learner who • Learner who correctly
Two-handed ball correctly performs all performs 5 to 6 skills correctly performs 3 performs only 2, 1or
catch 7 skills of the two- of the two-handed ball to 4 skills of the two- none of the two-
handed ball catch catch handed ball catch handed ball catch
7 marks 7 marks 5 – 6 marks 3 – 4 marks 0 – 2 marks

SCORE RANGE AND PERFORMANCE LEVEL

RANGE Performance level

36 – 45 marks Exceeding Expectation (4)
25 - 35 marks Meeting Expectation (3)
16 - 25 marks Approaching Expectation (2)
01 - 15 marks Below Expectation (1)

8
 THE KENYA NATIONALEXAMINATIONS COUNCIL
911/1 CREATIVE ARTS GRADE 4
SCHOOL BASED ASSESSMENT SCORE SHEET

PART I PART II PART III TOTAL

SCORE 45 REMARKS
ART MUSIC PHE
ASSESSMENT LEARNERS NAME 1 2 3 4 5 6 7 8
No NO (WRITE IN BLOCK LETTERS) MAXIMUM
06 06 03 04 07 04 07 08 SCORE 45
LEARNERS
SCORE
1.
Name of Teacher Signature
TSC NO:
Date
Name of Head TSC NO: Signature Date
Teacher

Official School Stamp

Creative Arts Project

School Based Assessment
Grade 4