Ghana curriculum lesson note
SHS 3 Art and Design Foundation 2nd 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 3 |
| Strand | AESTHETICS AND CRITICISM | Sub-Strand | THE WORLD AROUND US |
| Learning Outcome(s) | 3.2.1.LO.1 - Appreciate and contribute to debates on material responsibility, and emerging advocacy issues in art 3.2.1.LO.2 - Ability to articulate technology as essential to the making of art and design in the 20th - 21st Centuries | ||
| Content Standard | 3.2.1.CS.1 3.2.1.CS.2 | ||
| Learning Indicator(s) | 3.2.1.LI.3 - Analyse and articulate Crypto and Non-Fungible Tokens (NTFs) forms of art | ||
| Lesson Focus | Analyse and articulate Crypto and Non-Fungible Tokens (NTFs) forms of art | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Analyse and articulate Crypto and Non-Fungible Tokens (NTFs) forms of art 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 Analyse and articulate Crypto and Non-Fungible Tokens (NTFs) forms of art? 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 Drawing media such as pencils/charcoal where available Objects/forms for observation The environment Textbooks Magazines Journals web references projector computer LCD Screens flip charts audio-visual gadgets videos TLMs on internet-based media, crypto collectibles, cryptocurrencies, crypto art, NFTs, blockchain art, aesthetics and criticism | ||
| 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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Create Lesson PlanMore SHS 3 Art and Design Foundation 2nd Semester Lessons
Week 1Sub-strand: THE WORLD AROUND USWeek 2Sub-strand: THE WORLD AROUND USWeek 3Sub-strand: THE WORLD AROUND USWeek 4Sub-strand: THE WORLD AROUND USWeek 5Sub-strand: THE WORLD AROUND USWeek 6 (current)Week 7Sub-strand: MAKING JUDGEMENTSWeek 8Sub-strand: MAKING JUDGEMENTSWeek 9Sub-strand: MAKING JUDGEMENTSWeek 10Sub-strand: DESIGN THINKING AND COMPOSITIONWeek 11Sub-strand: DESIGN THINKING AND COMPOSITIONWeek 12Sub-strand: COLOUR THEORY AND APPLICATIONWeek 13Sub-strand: COLOUR THEORY AND APPLICATIONWeek 14Sub-strand: COLOUR THEORY AND APPLICATIONWeek 15Sub-strand: RELATION OF FORMSWeek 16Sub-strand: RELATION OF FORMS