Ghana curriculum lesson note

SHS 3 Art and Design Foundation 2nd Semester Week 14 Lesson Plan

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Weekly Learning Plan
Subject	Art and Design Foundation	Week	14
Duration	60 minutes	Form	SHS 3
Strand	DESIGN FOR LIFE	Sub-Strand	COLOUR THEORY AND APPLICATION
Learning Outcome(s)	3.3.2.LO.1 - Create artifacts using knowledge in colour schemes to interpret real- life situations in response to societal problems. Collaboration and Communication: • Learners use requisite literature and language in colour theory to present ideas about the mood colour they express and how people respond to them. • Learners use requisite literature and language in colour theory to distinguish between colour theory and colour scheme as well as how they can be applied in making art and design works. • Learners can use appropriate language to illustrate the distinction between the basic characteristics of pigment colours and colours of the spectrum. • Learners use appropriate language to illustrate the functions of pigment colours with reference to how they are used in stage design
Content Standard	3.3.2.CS.1
Learning Indicator(s)	3.3.2.LI.3 - Create artworks from ideas in the environment using pigment colours and colours of the spectrum
Lesson Focus	Create artworks from ideas in the environment using pigment colours and colours of the spectrum
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: Create artworks from ideas in the environment using pigment colours and colours of the spectrum 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 Create artworks from ideas in the environment using pigment colours and colours of the spectrum? 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 Paints/colouring media Brushes Colour wheel or colour samples Textbooks web references projector computer LCD Screens flip charts TLMs on colour theory and application posters flyers buntings Paintings
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 colour theory and application, 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 colour theory and application.	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 colour theory and application.	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 colour theory and application and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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