Basic 7 Creative Arts And Design Term 1 Week 5 Lesson Plan

Engage learners in the exploration of personal misconceptions, biases and barriers to learning Design in relation to Creative Art from Primary to Junior High School. Let learners fill in the KWL strategies to identify where they are in their learning of design

Concrete-resource task: Set out these resources for each group: Local leaves; Woven basket; Pencils. Learners observe the local examples and use the materials or instruments in the practical design, making, or performance task below. Show a pictures/charts on sample tools and materials on elements of design. Learners brainstorm and reflect on the nature of the tools, materials and equipment for making elements of design. Learners identify and group tools and materials from a variety of sources under making elements of design. Describe the tools and materials by drawing and stating their uses. Assessment i. Learners take a walk in the community and identify the tools and materials used in making elements of design. ii. Name and draw the tools, materials and equipment for making elements of design Learners identify and discuss basic shapes such as the cube, cone and sphere and determine their nature.

Learners talk about the tools and materials used according to their nature and uses 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 realia/ pictures on techniques in still-life drawing and shading.

Place the Local calabash still-life object where side-light reveals its shape and surface. Learners walk around it and describe its outline, proportions, highlights and shadows. Each learner uses the Charcoal pencils on the Drawing paper to make an observational drawing and build at least four tones through hatching or blending. Groups compare the drawings and explain why the selected object, surface and tool are suitable for still-life drawing and shading.

Take feedback from learners and summarize the lesson. Learners display artworks for reflection, and use appropriate language to give supportive and informative peer and self-evaluation. Example: “The work used the stippling technique to achieve a range of tones”.

Learners answer questions to motivate them on tools and materials for still-life drawing and shading. ask a learner to sing a folk tale song (mmoguo) to the class for their colleague to respond to, “Kweku Dɔ Onsuro”

Groups study the rhythmic patterns on the Printed music-notation cards and identify one pattern associated with a Ghanaian community event or story. They adapt the pattern on the Atumpan drum and add a steady contrasting pulse with the Wooden clappers. Each group records the order of its musical ideas with the cards, rehearses the short work and performs it. After performing, learners explain how the rhythm reflects the history or culture they selected.

Learners to peer assess their colleagues.