Ghana curriculum lesson note
SHS 2 Art and Design Foundation 1st Semester Week 9 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Art and Design Foundation | Week | 9 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | THE CREATIVE JOURNEY (FROM CAVES TO 21ST CENTURY) | Sub-Strand | DESIGN HISTORY |
| Learning Outcome(s) | 2.1.2.LO.1 - Articulate categories and origins of modern design concepts, theories and schools. Life-Long Learning and Literacy Skills • Learners work in groups to share their ideas with peers and accept constructive feedback to provide oral and/or written descriptions of the Western Industrial Revolution and Art Nouveau, in processes involving justifications based on interest and ability. By this, they develop and improve their lifelong learning and literacy skills | ||
| Content Standard | 2.1.2.CS.1 | ||
| Learning Indicator(s) | 2.1.2.LI.1 - Demonstrate knowledge and understanding of major modern design schools and concepts. Categorise and discuss major modern design concepts, theories, and schools. Initiating Taking for Learning: In convenient groups, discuss the modern design schools and concepts with reference to the Western Industrial Revolution and Art Nouveau. Talk For Learning: In a gender-sensitive group, generate a timeline infographic of the 20th Century Design Schools and concepts. Examples of Design Schools and Complex. a) Art Nouveau b) De Stijl and Constructivism c) Bauhaus d) International Style e) Art Deco f) Postmodern Design Group Work/ | ||
| Lesson Focus | Demonstrate knowledge and understanding of major modern design schools and concepts. | ||
| 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 major modern design schools and concepts. 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 major modern design schools and concepts. Categorise and discuss major modern design concepts, theories, and schools. Initiating Taking for Learning: In convenient groups, discuss the modern design schools and concepts with reference to the Western Industrial Revolution and Art Nouveau. Talk For Learning: In a gender-sensitive group, generate a timeline infographic of the 20th Century Design Schools and concepts. Examples of Design Schools and Complex. a) Art Nouveau b) De Stijl and Constructivism c) Bauhaus d) International Style e) Art Deco f) Postmodern Design Group Work/? 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 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 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 design history, 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 design history. | 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 design history. | 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 design history 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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