Ghana curriculum lesson note
SHS 1 Art and Design Foundation 2nd Semester Week 15 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Art and Design Foundation | Week | 15 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | DESIGN FOR LIFE | Sub-Strand | RELATION OF FORMS |
| Learning Outcome(s) | 1.3.3.LO.1 - Design and create art and design works by relating basic contours and forms in the environment using modern and digital approaches. Metacognition, Life-Long-Learning and Self- confidence: Through self-directed learning, learners use dry and wet media to create objective drawings using basic contours and forms thereby deepening their metacognitive and life-long-learning and other related skills. Self-confidence, Adaptability and Metacognition: Learners sharpen their self-directed learning/group work capabilities, as they select dry and wet media to create objective drawings using basic contours and forms. Life-Long-learning, Self-confidence and Collaboration: Through self-directed learning/group work, learners gain the ability to engage in continuous learning in confidence. This will also help them to explain how appropriate tonal values and hues can be used to create forms of resemblance. Language Literacy, | ||
| Content Standard | 1.3.3.CS.1 | ||
| Learning Indicator(s) | 1.3.3.LI.1 - Demonstrate knowledge and skills in relating forms and objective drawing by using available media and techniques for creative expression. Exhibit/display drawings and designs that relate basic contours and forms in the environment using conventional and non-conventional materials | ||
| Lesson Focus | Demonstrate knowledge and skills in relating forms and objective drawing by using available media and techniques for creative expression. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate knowledge and skills in relating forms and objective drawing by using available media and techniques for creative expression. 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 knowledge and skills in relating forms and objective drawing by using available media and techniques for creative expression. Exhibit/display drawings and designs that relate basic contours and forms in the environment using conventional and non-conventional materials? 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 | Design thinking Studio practice Sketching/ideation Experimentation with media Critique and refinement Project-based learning | ||
| Teaching & Learning Resources | Sketchbook/drawing book Pencils/erasers Art and Design reference materials Whiteboard/markers Drawing media such as pencils/charcoal where available Objects/forms for observation Design brief sheets Magazines/photographs/reference images Paper/cardboard and locally available materials | ||
| 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 design for life 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 relation of forms, 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 relation of forms. | 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 relation of forms. | 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 relation of forms 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
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