Basic 9 Creative Arts And Design Term 1 Week 10 Lesson Plan

Begin with a thought-provoking question: "Think about a problem in our local community that you wish could be solved. What is the problem, and how do you imagine a solution to it?" Encourage learners to share their ideas. Draw attention to the new lesson’s content standard and indicator(s).

Groups inspect the Printed photographs of a local Ghanaian sanitation problem and define one precise user or community need. They use the Pencils with drawing paper to brainstorm, label and select a feasible design. Learners then use the Reused cardboard and sachet-water bags to build a simple prototype such as a sorting aid, warning display or collection device. Each group tests the prototype against the identified need and records one improvement before presenting its design process.

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

African visual artists. Ask learners to share their initial reactions and thoughts about the artworks. Encourage them to notice patterns, themes, and styles.

Learners examine the Printed reproductions by named African visual artists such as Ablade Glover, Dorothy Amenuke and Saka Acquaye. They use the Printed African artist-profile cards to connect each work with the artist's background, influence and discipline. Groups record on the Chart paper with pencils how one selected artwork addresses identity, social justice or an environmental concern. Presentations must cite visual evidence from the reproduction and factual evidence from the profile card.

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

works by Akin Euba and J. H. K. Nketia. Ask learners to share their initial impressions and any observations about the music. Draw learner’s attention to the new lesson’s content standard and indicator(s).

Learners listen on the Mobile phone with offline African-composer recordings to selected works by Akin Euba and J H Kwabena Nketia. They read the Printed composer-profile cards and identify historical, cultural and environmental influences on each composer. Groups use the Printed notation paper to transcribe or graph a short rhythmic idea from one excerpt. They compare how the two works communicate a topical issue and present evidence from the recordings, profiles and transcription.