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

Begin with a thought-provoking question: "Think about a problem in our local community that you wish could be solved. What is the problem, and how do you imagine a solution to it?" Encourage learners to share their ideas. Draw attention to the new lesson’s content standard and indicator(s).

Groups inspect the Printed photographs of a local Ghanaian sanitation problem and define one precise user or community need. They use the Pencils with drawing paper to brainstorm, label and select a feasible design. Learners then use the Reused cardboard and sachet-water bags to build a simple prototype such as a sorting aid, warning display or collection device. Each group tests the prototype against the identified need and records one improvement before presenting its design process.

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

time periods (e.g., a contemporary artwork using Renaissance techniques). Discuss how artists can draw inspiration from the past.

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. Once they've made progress, learners will pair up or form small groups to review each other's work. using art-specific language vocabulary such as form, line, texture, color, shape, unity, balance, etc., they provide feedback to their peers. Learners will use the peer feedback and their personal reflections to further refine their artwork. They'll document their design process and choices. Learners display their finished artworks in the classroom, accompanied by a brief description highlighting the inspiration and the design elements they incorporated. Assessment 1. How did your selected artwork or artist inspire your personal artwork? 2. Which two art-specific vocabulary words best describe your artwork and why? 3. How did you decide on the composition and media for your artwork?

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

artwork that represents a specific time, culture, or topical issue. After the presentation, ask learners to share their initial thoughts and feelings about the performance. 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; Calabash rattle; Printed photographs of Ghanaian dance poses. Learners observe the local examples and use the materials or instruments in the practical design, making, or performance task below. show or present various dance and drama artworks that represent different times, cultures, or topical issues. Encourage learners to observe, analyze, and discuss the elements that make each performance unique. Divide the class into groups and assign each group a specific artwork to analyze. In their groups, learners should discuss and answer questions related to the performance's themes, cultural context, and the emotions it conveys. Have learners organize an art exhibition where they showcase their own dance and drama artworks that reflect various times, cultures, and topical issues. Encourage learners to provide descriptions and explanations of their pieces. assessment 1. What does it mean to appreciate and appraise dance and drama artworks? 2. Can you identify a dance or drama performance that resonated with you during the lesson? What aspects of the performance stood out? 3. During the art exhibition, what was the most interesting or impactful artwork you encountered, and why?