Ghana curriculum lesson note

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

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Weekly Learning Plan
Subject	Art and Design Studio	Week	14
Duration	60 minutes	Form	SHS 3
Strand	CREATIVE PROJECT	Sub-Strand	PORTFOLIO BUILDING
Learning Outcome(s)	3.3.2.LO.1 - Brainstorm and organise a digital portfolio
Content Standard	3.3.2.CS.1
Learning Indicator(s)	3.3.2.LI.1 - Demonstrate knowledge, understanding and application of current trends in portfolio building in the art world. Identify and analyse the challenges involved in organising digital portfolios. Talk for Learning: Through questioning and answers discuss how to organise a digital portfolio. Collaborative and
Lesson Focus	Demonstrate knowledge, understanding and application of current trends in portfolio building in the art world.
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, understanding and application of current trends in portfolio building in the art world. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance.
Essential Question(s)	What knowledge, process or studio decision is central to Demonstrate knowledge, understanding and application of current trends in portfolio building in the art world. Identify and analyse the challenges involved in organising digital portfolios. Talk for Learning: Through questioning and answers discuss how to organise a digital portfolio. Collaborative and? How can appropriate materials, tools, methods and visual thinking be used safely and effectively? How can the art/design response communicate meaning or address a real societal/community need?
Pedagogical Strategies	Experiential Learning Collaborative/Group Learning Problem-Based Learning Project-Based Learning Visual Thinking Studio Practice Critique and Reflection
Teaching & Learning Resources	Sketchbook/visual diary Pencils and erasers Drawing paper/card Curriculum/reference images Locally available art and design materials Appropriate studio tools Protective equipment as appropriate Portfolio folder/display boards Camera/scanner where available Computer/phone for digital portfolio where available
Key Notes on Differentiation
Content	Use real objects, photographs, demonstrations, vocabulary prompts and worked visual examples for learners needing support. Extend advanced learners with independent research, additional constraints, alternative media or more complex technical/design decisions.
Process	Use mixed-ability and gender-balanced grouping while ensuring every learner contributes practical and intellectual work. Allow visual, oral, written, tactile and digital documentation depending on learner needs and available resources.
Product	Permit appropriate curriculum-aligned outputs such as charts, pictorial inventories, visual diaries, proposals, 2-D/3-D works, artefacts, portfolios and exhibitions. Judge evidence of process, safe technique, craftsmanship, creativity, problem solving, communication and reflection.
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 creative project 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 portfolio building, 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 portfolio building.	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 portfolio building.	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 portfolio building and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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