Basic 7 Creative Arts And Design Term 1 Week 11 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 review the printed photographs and recall the body positions, gestures, facial expressions and movement patterns identified in the previous lesson. In groups, learners select a sequence of Ghanaian dance or drama photographs and analyse how the poses can be connected to communicate a simple cultural story, community event or topical issue. They discuss the meaning of each pose and decide how performers should move from one position to the next. Learners assign roles within their groups. Some learners perform the selected poses and movements, one learner uses the Atumpan drum to give clear cues for entrances, changes of pose and important dramatic moments, while another uses the Calabash rattle to maintain the rhythm of the performance. Groups rehearse and present their short dance or drama sequence to the class. The audience observes the performance and identifies the poses taken from the printed photographs, the cultural ideas communicated and how the Atumpan drum and Calabash rattle supported the performance. Assessment: Each group performs a short sequence based on the printed photographs and explains how at least three selected poses reflect Ghanaian history, culture, environment or a topical issue.

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.