Basic 8 Creative Arts And Design Term 1 Week 5 Lesson Plan

Welcome learners back from the Christmas holidays. Ask them how they spent their vacation holidays. Share performance indicators and introduce the lesson

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. Brainstorm learners to mention some common tools and materials for drawing, shading, and coloring. Display the tools and materials on the teachers table for learners to observe. Using the pick and say technique, have learners identify the names of the tools and materials and tell its uses. Engage learners to explore to determine and document the nature and suitability of other available manual tools, materials and techniques for drawing, shading, and coloring for appreciation and reflection. E.g. of tools: T-square, set square, protractor, paper, cardboard, pencil. Assessment Identify four tools and materials for drawing shading, and coloring. Revise with learners on the tools, materials and equipment used for still life drawing. - Tools – are devices that are used for executing projects. Examples are pencils, pastel, drawing pen, charcoal, etc. - Materials – are surfaces, substances or mediums that are used for the production of items. Examples include ink. Board, paint, easel, drawing pins, eraser, etc. - Equipment – these are special instruments needed for an undertaking to perform a service.

Ask learners to do the following by ways of reflecting on the lesson: 1 Tell the class what you learnt during the lesson. 2

Learners in turns narrate how they spent their vacation holidays. Encourage learners to draw scenes from their narration. Draw attention to the new lesson’s content standard and indicator(s).

Learners study the Local calabash still-life object from different viewpoints and describe its line, shape, texture and tone. They first use the Charcoal pencils on the Drawing paper to draw it from direct observation. The object is then covered, and learners make a second drawing from memory before adapting one feature into an imaginative design. Groups compare the three approaches and explain how observation, memory and imagination changed their visual ideas.

Tell the class how you will use the knowledge they acquire during the lesson. 3

Recap of previous lesson using RCA technique. Draw learner’s attention to the new lesson’s content standard and indicator(s).

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. brainstorm learners to identify some socio-cultural issues in the community. Learners in groups discuss the causes and effects of the issues identified. Engage learners to rehearse and perform the original dance drama and/or one act play you created with your identified and selected materials to a selected audience. Example of play titles: SSNIT Pension Scheme services, Sanitation, Energy etc.