Basic 9 Creative Arts And Design Term 1 Week 8 Lesson Plan

or culture (e.g., a piece by Frida Kahlo or an ancient Egyptian mural). Ask learners to identify and list elements they observe in the artwork. 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. Learners select an artist or artwork from a different time or culture of their choice. using various resources (printed reference sheets and locally collected examples), they research and document the elements of design used in the artworks such as color, media, techniques, composition, and content. In groups, learners discuss the artist or artwork they selected, sharing their findings with their peers. Each student prepares a short visual presentation showcasing the artwork, highlighting the elements of design they've researched. Assessment - Which artist or artwork did you select and why? - Describe two key elements of design you noticed in the artwork. - How does the culture or time period influence the techniques and media used in the artwork? - What was the most surprising thing you learned about your selected artwork or artist?

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

in Africa. Discuss learners' feelings and thoughts about the issue. 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; Wooden clappers; Printed music notation cards. Learners observe the local examples and use the materials or instruments in the practical design, making, or performance task below. Provide learners with resources and guidance on songwriting. Encourage them to draft lyrics, melodies, or rhythms that convey their message. Learners pair up or form small groups to share their compositions and receive constructive feedback. Learners refine their compositions based on feedback and prepare for a class performance. Host a class "concert" where each student or group performs their piece, promoting awareness about their chosen topical issue. Assessment Which topical issue did you choose for your musical piece and why? How did you use music to convey the message or emotion about your chosen issue? What challenges did you face while creating your musical piece? How did peer feedback influence your final composition?

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