Basic 9 Creative Arts And Design Term 1 Week 7 Lesson Plan

Display a variety of everyday items (e.g., a chair, a cup, a pencil). Ask learners: "How do you think these items were created? What steps did the designers take to come up with these final products?" Draw attention to the new lesson’s content standard and indicator(s).

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. Research and record the concept, importance, and application of the design process in creative problem solving. Divide learners into groups and assign each group a specific topic: the concept of the design process, its importance, or its application in problem solving. Using available resources (printed reference sheets and locally collected examples), learners should research and make notes on their topic. Each group will prepare a brief presentation or a poster summarizing their findings. Reflect on and discuss the findings. Groups present their findings to the class. Open the floor for questions and discussion, after each presentation. Encourage learners to reflect on the information presented and how it relates to the objects shown at the start of the lesson. Assessment 1. What is the design process, and why is it important in creating products? 2. How does the design process foster creativity? 3. Why is the design process crucial for innovation? 4. Give an example of a problem that can be solved using the 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. Tell the class how you will use the knowledge they acquire during the lesson. 3. Which aspects of the lesson did you not understand?

to intricate pleated fabric designs. Ask learners: "What similarities do you see in these artworks? How do you think they were created?"

Concrete-resource task: Set out these resources for each group: Brown paper; Raffia strips; Scissors. Learners observe the local examples and use the materials or instruments in the practical design, making, or performance task below. Identify the techniques in folding such as creasing, pleating, knotting. Demonstrate each technique using paper or fabric, emphasizing the differences between them. Provide learners with materials and guide them in practicing each technique, ensuring they get hands-on experience. Research artists who use folding techniques in their artwork. Divide learners into small groups and assign each group a specific artist or art style that uses folding techniques (e.g., origami masters, fabric designers, etc.). Using available resources (printed reference sheets and locally collected examples), learners should research their assigned topic and prepare a brief presentation about the artist and their works. Each group will present their findings to the class, showcasing the artist's work and the folding techniques they utilize. Apply learned folding techniques to create individual artworks. Provide learners with various materials (paper, fabric, etc.) and encourage them to use their creativity to make an original artwork using the folding techniques they've learned.

Have a class discussion where learners share their reflections and insights from the assessment questions.

addresses a socio-cultural issue. Ask students to discuss the main issue being portrayed and how effectively it was communicated. Draw learner’s attention to the new lesson’s content standard and indicator(s).

Groups replay selected moments on the Mobile phone with recorded class performance and identify evidence about message, choreography, acting, music and audience engagement. Each learner completes the Printed appraisal checklist with the Pencils, recording one strength and one specific improvement. Groups compare observations and agree on two revisions that would make the socio-cultural issue clearer. They present their post-performance analysis respectfully and support every judgement with an observed moment.

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