Basic 7 Creative Arts And Design Term 1 Week 3 Lesson Plan

Learners answer questions from the previous lesson. E.g. What tools or materials do you think you will be using in drawing? Learners describe and record relevant tools, materials used in still-life drawing, pattern making and modelling.

Concrete-resource task: Set out these resources for each group: Cardboard; Wooden ruler; Starch paste. Learners observe the local examples and use the materials or instruments in the practical design, making, or performance task below. Guide learners to experiment with tools and materials to test for their suitability in making still-life drawing, pattern making and modelling. Examples of tools: pencil, charcoal, crayon, cutting wire, knife, smooth stones. Examples of materials: paint, pastel, paper, tracing paper, clay, paper pulp, plasticine. Learners test and classify the tools and materials according to their uses in still-life drawing, pattern making and modelling Identify techniques needed for still-life drawing and shading. Examples of techniques: direct observation, freehand and outline drawing. Discuss how to apply the tools, materials and equipment in a safe way when creating still-life drawings, patterns and models. Apply knowledge and skills acquired in cleaning-up and maintaining tools and materials. Guide learners on ways of storing of tools, materials and equipment in a sustainable manner.

Learners talk about the steps involved in cleaning-up, maintaining and storing of tools, materials and equipment. 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.

Sing a familiar patriotic song and a song with solfege like “Kofi Atta.” Share performance indicators and introduce the lesson.

Concrete-resource task: Set out these resources for each group: Ghanaian atenteben; Keyboard; Printed sol-fa cards. Learners observe the local examples and use the materials or instruments in the practical design, making, or performance task below. Explain the concept of pitch. Identify high and low pitches by audiation. Explain the concept of ascending and descending pitches. Help learners to sing in pitch, in C major key, one octave ascending and descending. Introduce the John Curwen’s Hand Signals. Drill students on the use of the John Curwen’s Hand Signals from doh and/or any other scale degree. Match the seven alphabets to the notes in the C major scale in the treble clef by placing them under their locations (i.e., on line or in space). Show the Sound of Music song Do-Re-Me video clip to end the lesson.

Ask learners to peer assess colleagues by telling if the pitches sang are all correct in the octave. Ask learners individually and groups to respond to the John Curwen’s Hand Signals you make.