Ghana curriculum lesson note

SHS 2 Art and Design Foundation 1st Semester Week 14 Lesson Plan

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Weekly Learning Plan
Subject	Art and Design Foundation	Week	14
Duration	60 minutes	Form	SHS 2
Strand	AESTHETICS AND CRITICISM	Sub-Strand	THE WORLD AROUND US
Learning Outcome(s)	2.2.1.LO.1 - Analyse social conditions and production modes of cultural objects and representation in Ghana. Cultural Identity and Glocal citizenship • Identifying various places in the locality where these art objects originate will strengthen the confidence of learners in their cultural identity and glocal citizenship. • As learners investigate the culture and religion of people within the local community, they develop religious tolerance and become better glocal citizens. Information Literacy/Personal Development: Learners develop information literacy when they undertake activities on an individual basis to differentiate anonymous art and artists. Creativity and Innovation: Learners cultivate the skills of creativity and innovation when they investigate and document the origins of anonymous cultural design to distinguish anonymous art and artist's art etc. and use their imagination to create an art activity, artefact or design for a jury session 2.2.1.LO.2 - Analyse cultural memory and the role materials in the environment play in memory formation 2.2.1.LO.3 - Analyse cultural identities in relation to the constitution of art and design objects, scale and materials
Content Standard	2.2.1.CS.2
Learning Indicator(s)	2.2.1.LI.1 - Demonstrate knowledge and understanding of the constitution of art and design objects, scale and materials as cultural identities. Explain materials as repository of cultural memory. Building on What Others Say: In mixed-ability and gender-sensitive groups, analyse meanings associated with materials for making cultural objects in selected Ghanaian communities
Lesson Focus	Demonstrate knowledge and understanding of the constitution of art and design objects, scale and materials as cultural identities.
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 understanding of the constitution of art and design objects, scale and materials as cultural identities. 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 understanding of the constitution of art and design objects, scale and materials as cultural identities. Explain materials as repository of cultural memory. Building on What Others Say: In mixed-ability and gender-sensitive groups, analyse meanings associated with materials for making cultural objects in selected Ghanaian communities? 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 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 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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