Ghana curriculum lesson note
SHS 1 Art and Design Studio 2nd Semester Week 3 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Art and Design Studio | Week | 3 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | CREATIVE METHODOLOGIES | Sub-Strand | FABRICATION AND CONSTRUCTION |
| Learning Outcome(s) | 1.2.2.LO.1 - Design and create 2-D art or design work using appropriate tools and materials and relevant studio processes through visual thinking and creative 1.2.2.LO.2 - Design and create 3-D artwork using appropriate tools and materials and relevant studio processes through visual thinking and creative | ||
| Content Standard | 1.2.2.CS.1 1.2.2.CS.2 | ||
| Learning Indicator(s) | 1.2.2.LI.2 - Design and create 2-D art or design work using conventional and non-conventional materials, tools, and relevant processes to respond to societal problems | ||
| Lesson Focus | Design and create 2-D art or design work using conventional and non-conventional materials, tools, and relevant processes to respond to societal problems | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Design and create 2-D art or design work using conventional and non-conventional materials, tools, and relevant processes to respond to societal problems 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 Design and create 2-D art or design work using conventional and non-conventional materials, tools, and relevant processes to respond to societal problems? 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 Selected 2-D/3-D media Measuring/cutting/forming tools appropriate to the task Finishing materials the immediate environment textbook web references posters flyers, buntings TLMs on proposal writing about 2D art-making such as videos | ||
| 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 methodologies 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 fabrication and construction, 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 fabrication and construction. | 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 fabrication and construction. | 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 fabrication and construction 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 1 Art and Design Studio 2nd Semester Lessons
Week 1Sub-strand: FABRICATION AND CONSTRUCTIONWeek 2Sub-strand: FABRICATION AND CONSTRUCTIONWeek 3 (current)Week 4Sub-strand: FABRICATION AND CONSTRUCTIONWeek 5Sub-strand: FABRICATION AND CONSTRUCTIONWeek 6Sub-strand: FABRICATION AND CONSTRUCTIONWeek 7Sub-strand: FABRICATION AND CONSTRUCTIONWeek 8Sub-strand: FABRICATION AND CONSTRUCTIONWeek 9Sub-strand: ARTEFACT PRODUCTIONWeek 10Sub-strand: ARTEFACT PRODUCTIONWeek 11Sub-strand: ARTEFACT PRODUCTIONWeek 12Sub-strand: ARTEFACT PRODUCTIONWeek 13Sub-strand: PORTFOLIO BUILDINGWeek 14Sub-strand: PORTFOLIO BUILDINGWeek 15Sub-strand: PORTFOLIO BUILDINGWeek 16Sub-strand: PORTFOLIO BUILDING