Ghana curriculum lesson note
Basic 8 Creative Arts And Design Term 1 Week 9 Lesson Plan
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Create Lesson PlanWeek 9: Lesson Plan
Subject: Creative Arts And Design
Class: Basic 8
Component 1
Drawing
Topic: Demonstrate ability to generate design, ideas and develop models of simple shapes and,...
| Strand: Design | Sub-strand: Drawing |
| Indicator: B8 1.2.1.3 Demonstrate ability to generate design, ideas and develop models of simple shapes and, forms for appreciation and display | Content Standard: B8 1.2.1.Demonstrate understanding and use of, drawing, shading, coloring and modelling media and, techniques for creative expression of design ideas. |
| Performance Indicator: Learners can demonstrate ability to generate design ideas and develop, models of simple shapes and forms for appreciation and display | T.L.R.(s): Cardboard, Wooden ruler, Starch paste |
Phase 1: Starterpreparing the brain for learning Recap of previous lesson using RCA technique | Phase 2: Mainnew learning including assessment 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 identify simple products and generate drawings to illustrate templates for creating models of simple shapes and forms using cardboard, Styrofoam, pulp paper and/or clay. Have learners display their final artworks for reflection, display and appreciation. | Phase 3plenary / reflections Ask learners to do the following by ways of reflecting on the lesson: 1
Tell the class what you learnt during the lesson. 2 |
Component 2
Shading
Topic: Design and produce your own, artworks that reflect a range of different times, and...
| Strand: Visual Arts | Sub-strand: Shading |
| Indicator: B8. 2.2.1.1 Design and produce your own, artworks that reflect a range of different times, and cultures | Content Standard: B8. 2.2.1. Demonstrate the ability to apply the, concept of the design process to produce and display, own creative and expressive art-forms that reflect a, range of different times and cultures |
| Performance Indicator: Learners can design and produce your own artworks | T.L.R.(s): Pencils, Drawing paper, Printed photographs of Ghanaian stools and baskets |
Phase 1: Starterpreparing the brain for learning Draw learner’s attention to the new lesson’s content standard and indicator(s). | Phase 2: Mainnew learning including assessment 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.
Example: Design an artwork on SSNIT Pension Scheme services, Ghana’s independence in 1957, galamsay, sanitation, etc. Have learners to reflect on and explain whether the artwork in progress conveys the intended ideas and meaning for appropriate revision and use peer- and selfevaluation to review work. Examples of art specific language vocabulary: form, line, texture, colour, shape, technique, media. | Phase 3plenary / reflections Tell the class how you will use the knowledge they acquire during the lesson. 3 |
Component 3
And Coloring; Creative & Aesthetic Expression
Topic: Organize an appreciation and, appraisal of own and others’ dance and, drama artworks...
| Strand: Performing Arts (Dance and Drama) | Sub-strand: And Coloring; Creative & Aesthetic Expression |
| Indicator: B8.2.2.3.9 Organize an appreciation and, appraisal of own and others’ dance and, drama artworks that reflect a range of, different times, cultures and topical issues | Content Standard: B8. 2.2.3. Demonstrate how to apply the concept, of design process to produce and display own, creative and expressive art-forms that reflect a |
| Performance Indicator: Learners can organize an appreciation and appraisal of own and others’, dance and drama artworks | T.L.R.(s): Atumpan drum, Calabash rattle, Printed photographs of Ghanaian dance poses |
Phase 1: Starterpreparing the brain for learning Recap of previous lesson using RCA technique. Draw learner’s attention to the new lesson’s content standard and indicator(s). | Phase 2: Mainnew learning including assessment 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.
Invite an audience to watch the performance of own and others’ for appreciation and appraisal. Note and record the strengths and weaknesses of the production and performance for discussion and modification of future performances. Through a class discussion, engage learners to discuss their strengths and weakness. | Phase 3plenary / reflections Which aspects of the lesson did you not understand? |
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Create Lesson PlanMore Basic 8 Creative Arts And Design Term 1 Lessons
Week 1Sub-strand: DrawingWeek 2Sub-strand: DrawingWeek 3Sub-strand: DrawingWeek 4Sub-strand: Media And TechniquesWeek 5Sub-strand: DrawingWeek 6Sub-strand: DrawingWeek 7Sub-strand: DrawingWeek 8Sub-strand: Creative & Aesthetic ExpressionWeek 9 (current)Week 10Sub-strand: DrawingWeek 11Sub-strand: Sub strands for the termWeek 12Sub-strand: Drawing