Basic 7 Creative Arts And Design Term 1 Week 8 Lesson Plan

Engage learners in the exploration principles of design and how they transition from Primary to JHS. Learners fill in the KWL strategies to identify where they are.

Concrete-resource task: Set out these resources for each group: Pencils; Drawing paper; Printed photographs of Ghanaian stools and baskets. Learners observe the local examples and use the materials or instruments in the practical design, making, or performance task below. Show pictures on principles of design. Learners brainstorm and reflect on the nature of principles of design that help in organizing elements of design. Learners identify and group a variety of elements under design. Describe the tools and materials by drawing and stating their uses. Assessment • Learners take a walk in the community and identify principles of design found in their communities. • Learners create a composition using principles of design Learners discuss their observations and views and findings about the environmental walk (library and internet information).

Learners talk about the principles of design according to their nature and uses.

Share performance indicators and introduce the lesson. Learners take an imaginary or actual environmental walk to identify a social or environmental problem in the local community

Concrete-resource task: Set out these resources for each group: Pencils; Drawing paper; Printed photographs of Ghanaian stools and baskets. Learners observe the local examples and use the materials or instruments in the practical design, making, or performance task below. Engage learners to discuss the design process and how to apply it to make a 2D or 3D artwork to solve an identified problem. Learners translate their ideas into sketches and plans to design and make 2D or 3D artworks using available tools, materials and equipment. Learners translate their ideas into 2D artworks that can be made to solve social problems in the community. Examples of artworks: posters, stickers, illustrations, prints, wrappers, emblems, crests, banners Learners use techniques that can be used to make 2D artworks. Examples: drawing, sketching, painting, printmaking, mosaic, collage (by cutting and pasting). Example of tools: pencils, pens, brushes, cutters, pair of scissors Learners translate their ideas into 3D artworks that can be made to solve social problems in the community. Examples: sculptural artworks, figurines, statuettes, flora and fauna (plants and animals) gadgets, toys, masks, stools, ceremonial swords. Techniques: modelling, casting. Discuss ideas learners have on the history and culture of the community.

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

Guide learners to do the Change Your Style game. Using questions and answers, review learners understanding in the previous lesson.

Concrete-resource task: Set out these resources for each group: Atumpan drum; Calabash rattle; Printed photographs of Ghanaian dance poses. Learners observe the local examples and use the materials or instruments in the practical design, making, or performance task below. Identify ways of creating (designing) drama and/or dance based on the ideas of learners on the culture and history of the community. In groups, guide learners to draft stories for a skit(s) based on the ideas generated on the history and culture of the community. Guide learners to create scenarios from story. Identify actors/actresses and assign roles: auditioning, casting, characterization, etc. Guide learners to plan rehearsals. Assessment Rehearse the skits at home independently or in groups

Take feedback from learners and summarize the lesson.