Basic 8 Creative Arts And Design Term 1 Week 2 Lesson Plan

Welcome learners back from the Christmas holidays. Ask them how they spent their vacation holidays. Share performance indicators and introduce the lesson

Concrete-resource task: Set out these resources for each group: Pencils; Drawing paper; Printed photographs of Ghanaian stools and baskets. Learners observe the local examples and use the materials or instruments in the practical design, making, or performance task below. Brainstorm learners to mention some common tools and materials for drawing, shading, and coloring. Display the tools and materials on the teachers table for learners to observe. Using the pick and say technique, have learners identify the names of the tools and materials and tell its uses. Engage learners to explore to determine and document the nature and suitability of other available manual tools, materials and techniques for drawing, shading, and coloring for appreciation and reflection. E.g. of tools: T-square, set square, protractor, paper, cardboard, pencil. Assessment Identify four tools and materials for drawing shading, and coloring. Brainstorm learners to discuss the various types of drawing. Observation drawing and imagination drawing. Guide learners to state the difference between observation/memory and imagination. Model a direct observation/memory drawing for learners to observe. guide learners to identify, describe, classify and record the tools, materials and equipment for drawing from direct observation/memory and imagination, print making and weaving.

Ask learners to do the following by ways of reflecting on the lesson: 1 Tell the class what you learnt during the lesson. 2

Learners in turns narrate how they spent their vacation holidays. Encourage learners to draw scenes from their narration. Draw attention to the new lesson’s content standard and indicator(s).

Learners study the Local calabash still-life object from different viewpoints and describe its line, shape, texture and tone. They first use the Charcoal pencils on the Drawing paper to draw it from direct observation. The object is then covered, and learners make a second drawing from memory before adapting one feature into an imaginative design. Groups compare the three approaches and explain how observation, memory and imagination changed their visual ideas.

Tell the class how you will use the knowledge they acquire during the lesson. 3

Recap of previous lesson using RCA technique. Draw learner’s attention to the new lesson’s content standard and indicator(s).

Concrete-resource task: Set out these resources for each group: Atumpan drum; Wooden clappers; Printed music notation cards. Learners observe the local examples and use the materials or instruments in the practical design, making, or performance task below. Explain Italian terms used in describing the speed of music. Examples: allegro, poco a poco, largo, etc. Differentiate between fast and slow music in relation to moments on specific occasions. Assessment Define the following allegro, poco a poco, largo.