Ghana curriculum lesson note
SHS 1 Art and Design Foundation 2nd Semester Week 1 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Art and Design Foundation | Week | 1 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | AESTHETICS AND CRITICISM | Sub-Strand | THE WORLD AROUND US |
| Learning Outcome(s) | 1.2.1.LO.1 - Communicate how sensory perceptions translate into visual literacy in response to the environment and cultural products Visual Literacy, 1.2.1.LO.2 - Articulate and contextualise different world views, modern cultures and objects in relation to the environment as a product of art and design production. Cultural Identity; Glocal Citizenship: Learners discuss many ways of seeing similar things and behaviours in different cultural environments to understand how culture creates different visualities in different places. This helps them to understand their individual differences, biases and be empathetic to others’ views. Collaboration and Communication/Strategic Thinking: Learners learn to negotiate with peers from their peculiar cultural orientations and visualities on specific cultural object. Such activities have ways of creating, strengthening, and modifying their respect for each other's views. Strategic Thinking / | ||
| Content Standard | 1.2.1.CS.1 1.2.1.CS.2 | ||
| Learning Indicator(s) | 1.2.1.LI.1 - Demonstrate understanding of perception, visual literacy as well as the structure of awareness and responses to environment and cultural products. Explain various sensory perceptions | ||
| Lesson Focus | Demonstrate understanding of perception, visual literacy as well as the structure of awareness and responses to environment and cultural products. Explain various sensory perceptions | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate understanding of perception, visual literacy as well as the structure of awareness and responses to environment and cultural products. Explain various sensory perceptions Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What visual, cultural, design or aesthetic ideas are central to Demonstrate understanding of perception, visual literacy as well as the structure of awareness and responses to environment and cultural products. Explain various sensory perceptions? How can evidence from artworks, objects, environments or the design process support interpretation or decision-making? How can the learner apply these ideas creatively to communicate, solve a problem or produce an art/design outcome? | ||
| Pedagogical Strategies | Observation and visual literacy Art appreciation Critique/discussion Comparative judgement Reflective writing | ||
| Teaching & Learning Resources | Sketchbook/drawing book Pencils/erasers Art and Design reference materials Whiteboard/markers | ||
| Key Notes on Differentiation | |||
| Content | Provide curated visual references, simplified analysis prompts, vocabulary supports or partially completed examples for learners who need scaffolding. Extend advanced learners with comparative research, independent visual inquiry, more complex design constraints or deeper critical interpretation. | ||
| Process | Use mixed-ability groups for research/critique while also requiring individual sketchbook or reflection evidence. Allow learners to work through visual, verbal, tactile and digital modes depending on the task and available resources. | ||
| Product | Accept appropriate evidence such as annotated sketches, timelines, pictorial charts, critique reports, portfolios, models, compositions, paintings, design solutions or presentations. Assess concept development, visual reasoning, craftsmanship, contextual understanding, originality and ability to explain design/artistic choices. | ||
| Success Criteria | Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation. | ||
| Homework | Complete a short application task connected to the week's learning indicator. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Display a relevant artwork, design, performance or visual example from aesthetics and criticism and ask learners to describe what they notice. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Demonstrate how artists or designers use the world around us, pointing out materials, process, form and meaning. | Observe the example, name visible features and record useful vocabulary. | Ask learners to identify one material, technique, form or meaning from the example. |
| Activity 220 minutes | Guide learners to sketch, plan, perform, annotate or critique a small work connected to the world around us. | Create, annotate or critique the task outcome while responding to feedback. | Review work for process, creativity, accuracy and explanation. |
| Activity 310 minutes | Ask learners to refine or present their work and explain one decision linked to the world around us. | Present the refined work and explain the artistic or design decision made. | Use peer comments and teacher questions to check understanding of the concept. |
| Lesson Closure | Summarise the world around us and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Create Lesson PlanMore SHS 1 Art and Design Foundation 2nd Semester Lessons
Week 1 (current)Week 2Sub-strand: THE WORLD AROUND USWeek 3Sub-strand: THE WORLD AROUND USWeek 4Sub-strand: THE WORLD AROUND USWeek 5Sub-strand: THE WORLD AROUND USWeek 6Sub-strand: THE WORLD AROUND USWeek 7Sub-strand: MAKING JUDGEMENTSWeek 8Sub-strand: MAKING JUDGEMENTSWeek 9Sub-strand: DESIGN THINKING AND COMPOSITIONWeek 10Sub-strand: DESIGN THINKING AND COMPOSITIONWeek 11Sub-strand: DESIGN THINKING AND COMPOSITIONWeek 12Sub-strand: COLOUR THEORY AND APPLICATIONWeek 13Sub-strand: COLOUR THEORY AND APPLICATIONWeek 14Sub-strand: COLOUR THEORY AND APPLICATIONWeek 15Sub-strand: RELATION OF FORMSWeek 16Sub-strand: RELATION OF FORMS