Basic 9 Creative Arts And Design Term 1 Week 5 Lesson Plan

techniques. Ask learners: "What differences can you spot in these artworks?" Draw attention to the new lesson’s content standard and indicator(s).

Concrete-resource task: Set out these resources for each group: Local clay; Calabash mould; Wooden modelling tool. Learners observe the local examples and use the materials or instruments in the practical design, making, or performance task below. Engage learners to discuss each casting technique: filled-in, hump, and hollow. 1. Filled-in Casting: The mold is entirely filled with material, producing a solid piece. - Example: Pouring melted metal into a mold to create a solid metal figurine. 2. Hump Casting: Material is draped over an external mold shape. - Example: Draping clay over a dome-shaped mold to create a bowl. 3. Hollow Casting: Material forms a shell on the mold's inner surface, resulting in a hollow piece. - Example: Pouring liquid latex into a face-shaped mold and pouring out the excess to create a hollow mask. show examples of each technique and demonstrate a basic version of each method using easily available materials like plaster. Distribute materials to learners and ask them to design their own artworks. Encourage sketches or rough drafts before they begin casting. Learners should choose their preferred casting technique and start creating their artworks. Allow learners to display their finished pieces in a designated area. Encourage them to walk around, observe others' works, and think of constructive feedback for their peers. Display cast artworks for appreciation, reflection and review using peer- and self-evaluation for feedback. Examples of art specific language vocabulary: form, casting, hump and hollow. Assessment 1. Can you explain the difference between the filled-in and hollow casting techniques? 2. Which casting method might be best for creating a bowl? Why? 3. How does the hump casting technique differ in appearance from the hollow method? 4. Why is it important to choose the appropriate casting technique for a specific design or artwork?

Summarize the day's activities, emphasizing the value of different artistic techniques, the importance of feedback in the creative process, and the necessity of maintaining a safe and organized workspace. Have a class discussion where learners share their reflections and insights from the assessment questions.

related to socio-cultural issues, such as: "Why is it important to address socio-cultural issues in our community?" Discuss the responses as a class and create a mind map on chart paper to record learners' ideas. 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 list potential socio-cultural issues (e.g., sanitation, energy conservation) and briefly introduce each one. In small groups, have learners select an issue they are passionate about and want to address through their dance drama or one-act play. In their groups, learners will brainstorm ideas for their original dance drama or one-act play, incorporating the selected issue. Encourage them to create a script or choreography that highlights the issue, its impact, and potential solutions. Provide guidance and support as needed, ensuring that each group has a clear plan for their performance. Allocate time for groups to rehearse and refine their performances. Encourage creativity in costume design, use of props, and selection of music. Invite a selected audience, which may include other learners, teachers, or parents, to watch the performances.

Encourage them to consider how they can take action to address the socio-cultural issue they explored.