Basic 9 Creative Arts And Design Term 1 Week 3 Lesson Plan

Display images or short video clips of two scenarios: a person brainstorming with sketches and notes (representing creativity) and another of someone improving or optimizing a product or process (representing innovation). Ask learners to discuss in pairs or small groups what they observe and hypothesize about the differences between the two scenes.

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. Divide learners into pairs or small groups. Assign each group to use textbooks, online resources, or other available materials to research and define 'creativity' and 'innovation'. After research, each group will discuss their findings and prepare a brief presentation to share with the class, highlighting the key differences between creativity and innovation. Facilitate a class discussion about how creativity and innovation work together in developing solutions for societal problems. Assessment 1. How would you define creativity in your own words? 2. What is the primary difference between creativity and innovation? 3. Can you provide an example of a situation where innovation improved a creative idea? 4. Why are both creativity and innovation important when

Summarize the importance of creativity as the birth of new ideas and innovation as the optimization or improvement of these ideas. Emphasize that while they have distinct definitions, both are vital in problem-solving and design for society.

folding. Prompt learners to discuss in small groups which technique(s) they believe were used for each piece, laying the groundwork for the day's lesson. Draw attention to the new lesson’s content standard and indicator(s).

Groups examine the Local clay with calabash mould and identify how a mould supports casting. They arrange and join the Scrap-card assemblage pieces to test how separate parts form one artwork. They crease, pleat and fold the Brown paper sheets to test folding techniques. Learners place the three results in labelled casting, assemblage and folding zones and explain the material properties, tools and safety practices appropriate to each process.

Summarize the day's activities, emphasizing the value of different artistic techniques, the importance of feedback in the creative process, and the necessity of maintaining a safe and organized workspace. Summarize the importance of arpeggios and harmony in music.

production. Ask learners to observe the actors' movements, the use of space, and how props are integrated. This will introduce them to the essence of improvisation, balance, and blocking in a real-world context. Draw learner’s attention to the new lesson’s content standard and indicator(s).

Learners study the Printed stage-layout chart and locate upstage, downstage, centre and the apron. Groups place the Blocking-position cards on the chart to plan entrances, balanced groupings and movements that avoid masking. The Atumpan drum provides start, stop and tempo cues while groups improvise the planned dance or drama sequence. After each performance, learners explain how their blocking created harmony and balance in the performance space.

Encourage learners to listen for these elements in songs they hear outside of class and to think about how they can use them in their own singing or music-making.