Ghana curriculum lesson note
SHS 2 Art and Design Foundation 1st Semester Week 6 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Art and Design Foundation | Week | 6 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | THE CREATIVE JOURNEY (FROM CAVES TO 21ST CENTURY) | Sub-Strand | ART ACROSS TIME |
| Learning Outcome(s) | 2.1.1.LO.1 - Identify and analyse modern Ghanaian artworks from the 1920s to 1985 in terms of materials, methods, and uses 2.1.1.LO.2 - Analyse Modern African art and culture from 1900 to the 21st Century in relation to their peculiar socio-cultural contexts and changes that occurred within the period 2.1.1.LO.3 - Employ knowledge to show the relationships between Western Modern Art from 1850 to 1950 and Modern African art in terms of materials, imagery and meaning. Literacy Confidence Building: The use of Talk for Learning (TfL) interactive processes in groups will foster the development of appropriate register for describing and talking about modern art and its movements and allow learners to talk confidently about art and design works. Glocal Citizenship and Digital Literacy: • As learners work in groups, using video presentations to explain Modern Art in relation to historical/current global issues, they acquire digital literacy and glocal citizenship. • The generation of timeline infographics showing the various stages and art movements in Western Modern Art from 1850 to 1950 will inculcate digital literacy in the learner. • The use of videos and photos of Modern Art Movements promotes digital literacy among learners. • The use of computers and projectors for class presentations further enhance learners’ digital literacy | ||
| Content Standard | 2.1.1.CS.1 2.1.1.CS.2 2.1.1.CS.3 | ||
| Learning Indicator(s) | 2.1.1.LI.1 - Demonstrate knowledge and understanding of the relationships between Western Modern Art (from 1850 to 1950), and Modern African art in terms of materials, imagery, meaning and how they influenced each other. List and explain Modern Art Movements (periods). Initiating Talk for Learning In mixed-ability grouping, use available resources to research and record the concept, stages and movements within Western Modernity and Western Modern Art from 1850-1950 | ||
| Lesson Focus | Demonstrate knowledge and understanding of the relationships between Western Modern Art (from 1850 to 1950), and Modern African art in terms of materials, imagery, meaning and how they influenced each other. | ||
| 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 relationships between Western Modern Art (from 1850 to 1950), and Modern African art in terms of materials, imagery, meaning and how they influenced each other. 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 relationships between Western Modern Art (from 1850 to 1950), and Modern African art in terms of materials, imagery, meaning and how they influenced each other. List and explain Modern Art Movements (periods). Initiating Talk for Learning In mixed-ability grouping, use available resources to research and record the concept, stages and movements within Western Modernity and Western Modern Art from 1850-1950? 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 | Visual inquiry Art-history research Comparative analysis Collaborative presentation Portfolio development | ||
| 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 the creative journey (from caves to 21st century) 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 art across time, 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 art across time. | 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 art across time. | 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 art across time 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 2 Art and Design Foundation 1st Semester Lessons
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