Ghana curriculum lesson note

SHS 2 Art and Design Foundation 2nd Semester Week 3 Lesson Plan

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Weekly Learning Plan
Subject	Art and Design Foundation	Week	3
Duration	60 minutes	Form	SHS 2
Strand	AESTHETICS AND CRITICISM	Sub-Strand	MAKING JUDGEMENTS
Learning Outcome(s)	2.2.2.LO.1 - Apply aesthetic theories in the assessment of cultural products. Cultural identity and / Glocal Citizenship: Application of aesthetic and institutional theories to cultural memory helps learners to understand various processes within and without different cultures. This improves identity formation and acceptance of different cultural views toward glocal citizenship
Content Standard	2.2.2.CS.1
Learning Indicator(s)	2.2.2.LI.2 - Demonstrate knowledge and understanding of aesthetic theories as underlying principles for artistic expression. Discuss various aesthetic theories. Initiating Talk for Learning: In convenient groups, document and discuss aesthetic theories in class. Examples of aesthetic theories: Imitationalism, Formalism, Instrumentalism, and Emotionalism
Lesson Focus	Demonstrate knowledge and understanding of aesthetic theories as underlying principles for artistic expression.
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 and understanding of aesthetic theories as underlying principles for artistic expression. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance.
Essential Question(s)	What visual, cultural, design or aesthetic ideas are central to Demonstrate knowledge and understanding of aesthetic theories as underlying principles for artistic expression. Discuss various aesthetic theories. Initiating Talk for Learning: In convenient groups, document and discuss aesthetic theories in class. Examples of aesthetic theories: Imitationalism, Formalism, Instrumentalism, and Emotionalism? How can evidence from artworks, objects, environments or the design process support interpretation or decision-making? How can the learner apply these ideas creatively to communicate, solve a problem or produce an art/design outcome?
Pedagogical Strategies	Observation and visual literacy Art appreciation Critique/discussion Comparative judgement Reflective writing
Teaching & Learning Resources	Sketchbook/drawing book Pencils/erasers Art and Design reference materials Whiteboard/markers Drawing media such as pencils/charcoal where available Objects/forms for observation
Key Notes on Differentiation
Content	Provide curated visual references, simplified analysis prompts, vocabulary supports or partially completed examples for learners who need scaffolding. Extend advanced learners with comparative research, independent visual inquiry, more complex design constraints or deeper critical interpretation.
Process	Use mixed-ability groups for research/critique while also requiring individual sketchbook or reflection evidence. Allow learners to work through visual, verbal, tactile and digital modes depending on the task and available resources.
Product	Accept appropriate evidence such as annotated sketches, timelines, pictorial charts, critique reports, portfolios, models, compositions, paintings, design solutions or presentations. Assess concept development, visual reasoning, craftsmanship, contextual understanding, originality and ability to explain design/artistic choices.
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 aesthetics and criticism 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 making judgements, 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 making judgements.	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 making judgements.	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 making judgements and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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