Basic 7 Creative Arts And Design Term 1 Week 10 Lesson Plan

Learners watch a 5-minute video on the festivals and tourist sites. Using questions and answers, review learners understanding in the previous lesson.

Learners examine the Printed photographs of local Ghanaian festivals and identify evidence about dress, leadership, environment and community history. They read the Local newspaper clipping to identify a current community issue and compare it with the evidence in the photographs. Groups use the Chart paper with markers to make a concept map linking history, culture, environment and the topical issue. Each group then narrates and defends its own view with evidence from all three resources.

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson.

Share performance indicators and introduce the lesson. Show a video of one of the class performances recorded a fortnight ago or similar video clip.

Groups listen to short excerpts on the Mobile phone with offline Ghanaian music recordings and identify musical clues about community history, culture or a topical issue. They match each excerpt to the Printed local-musician profile cards and select one indigenous or art musician for closer study. On the Chart paper with markers, learners record the musician's background, musical style and the issue reflected in the work. Groups present their evidence and explain the connection between the musician and the community.

Take feedback from learners and summarize the lesson.

Start lesson by singing the song Nyɔntserɛ ni egye and dance or any traditional play songs

Concrete-resource task: Set out these resources for each group: Atumpan drum; Calabash rattle; Printed photographs of Ghanaian dance poses. Learners carefully examine the printed photographs and identify the body positions, gestures, facial expressions and movement patterns shown by the dancers or actors. Guide learners to compare the different poses and discuss what each photograph may communicate about Ghanaian history, culture, environment or a topical issue. Learners identify features such as costume, posture, use of space, group formation and dramatic expression and explain the ideas they represent. In groups, learners select two or three photographs and recreate the poses shown. One learner plays a simple cue on the Atumpan drum to signal when performers should change from one pose to another, while another learner uses the Calabash rattle to provide a steady rhythmic cue for the movements. Groups arrange the selected poses into a short dance or drama sequence and rehearse it. After each performance, learners explain which photographs inspired their sequence and identify the history, culture, environment or topical issue reflected in the movements. Assessment: Learners select one printed photograph, demonstrate the pose or movement shown, and explain at least two features that reveal its cultural or social meaning.

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. Take feedback from learners and summarize the lesson.