Basic 9 Creative Arts And Design Term 1 Week 2 Lesson Plan

Display images or short video clips of two scenarios: a person brainstorming with sketches and notes (representing creativity) and another of someone improving or optimizing a product or process (representing innovation). Ask learners to discuss in pairs or small groups what they observe and hypothesize about the differences between the two scenes.

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. Divide learners into pairs or small groups. Assign each group to use textbooks, online resources, or other available materials to research and define 'creativity' and 'innovation'. After research, each group will discuss their findings and prepare a brief presentation to share with the class, highlighting the key differences between creativity and innovation. Facilitate a class discussion about how creativity and innovation work together in developing solutions for societal problems. Assessment 1. How would you define creativity in your own words? 2. What is the primary difference between creativity and innovation? 3. Can you provide an example of a situation where innovation improved a creative idea? 4. Why are both creativity and innovation important when addressing societal problems?

Summarize the importance of creativity as the birth of new ideas and innovation as the optimization or improvement of these ideas. Emphasize that while they have distinct definitions, both are vital in problem-solving and design for society.

folding. Ask learners to guess or identify the techniques used in the artwork. Draw attention to the new lesson’s content standard and indicator(s).

Groups examine the Local clay with calabash mould and identify how a mould supports casting. They arrange and join the Scrap-card assemblage pieces to test how separate parts form one artwork. They crease, pleat and fold the Brown paper sheets to test folding techniques. Learners place the three results in labelled casting, assemblage and folding zones and explain the material properties, tools and safety practices appropriate to each process.

Summarize the key findings from the activities and discussion. Encourage learners to think about how they might use these techniques in their own artwork in the future. Summarize the importance of arpeggios and harmony in music.

and harmony. Ask them to listen closely and identify when they hear individual notes played in succession and when they hear them played simultaneously. Draw learner’s attention to the new lesson’s content standard and indicator(s).

Concrete-resource task: Set out these resources for each group: Ghanaian atenteben; Keyboard; Printed sol-fa cards. Learners observe the local examples and use the materials or instruments in the practical design, making, or performance task below. Play or demonstrate arpeggios for different scale degrees on a piano or another instrument. Have learners practice singing arpeggios for each of the seven scale degrees in small groups. Explain the concept of harmony, emphasizing the simultaneous sounding of two or more notes. Play or demonstrate harmonized triads on a piano or another instrument. Pair up learners and have each pair sing harmonized triads, with one student singing the root note while the other sings either the third or the fifth. Assessment 1. What is the difference between an arpeggio and a harmony? 2. How many scale degrees are typically in a major or minor scale? 3. When singing a triad, which scale degrees are typically involved? 4. How can harmony add depth or emotion to a piece of music?

Encourage learners to listen for these elements in songs they hear outside of class and to think about how they can use them in their own singing or music-making.