Ghana curriculum lesson note

SHS 3 Art and Design Foundation 1st Semester Week 14 Lesson Plan

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Weekly Learning Plan
Subject	Art and Design Foundation	Week	14
Duration	60 minutes	Form	SHS 3
Strand	THE CREATIVE JOURNEY (FROM CAVES TO 21ST CENTURY)	Sub-Strand	ART ACROSS TIME
Learning Outcome(s)	3.1.1.LO.1 - Apply knowledge of the characteristics of contemporary Ghanaian art and design works, artists/designers, and their exhibition strategies, and their effects on global cultural institutions and 21st-century Ghanaian culture. National and Cultural Identity and Responsible Citizenship: Learners develop national and cultural identity and responsible citizenship and embrace the important of national and cultural identity of Ghanaian and adopt responsible citizenship lifestyle. Visual/Digital Literacies and Resourcefulness: • Learners exhibit appreciable level of visual/digital literacies and resourcefulness requisite for similar tasks in future. • They embrace visual thought, and design thinking for the world of work and lifelong learning and acquire visual thought and digital literacies suitable for national development and the future world of work. Global Citizenship and Leadership: • Learners develop awareness of current global issues concerning Art and design in general and relate well with people from different cultures globally as well as exhibit leadership potential across social and gender divides. • Learners develop expanded worldviews and global consciousness. Group dynamics in collaboration on glocal issues foster leadership potential in learners across social and gender divides by shared responsibilities and role-playing 3.1.1.LO.2 - Apply knowledge in the analyses of contemporary African artists, artworks, and their exhibition strategies, as well as impacts on global cultural institutions and 21st century African cultural productions. Cultural and Global Identity and Responsible Citizenship Communication and Leadership Self-Confidence and Life-Long Learning: • Learners become conscious of current global issues in art and design to relate well with people from different cultures’ identities leading to responsible citizenship. • Learners embrace wider cultural values which enrich their confidence and leadership outlook as glocal citizens, identifying and using artistic solutions to generate cultural awareness and sense of pride necessary for national development. • They also develop awareness of societal situations with artistic solutions will help breed cultural awareness and sense of pride necessary for leadership roles. • They evolve the ability to evaluate and further motivate their actions by examining concepts that support the making of the artworks and improved artistic awareness and visual literacy, cultural awareness and sense of pride. Visual/Digital Literacies and Resourcefulness, Life-long learning: • Learners develop visual thought and digital literacies and for smart work. • They embrace creative use of the expressive skills in art and design for aesthetic appreciation and nation building 3.1.1.LO.3 - Apply knowledge in the identification and analyses of general characteristics of contemporary artists, artworks and exhibitions, and impacts on global cultural institutions and 21st century Art. Visual/Digital Literacies and Resourcefulness/Cultural and Global Identity: Learners develop the ability to source for information to shape visual thought and digital literacies to appreciate artworks and the cultures that created them and for similar tasks in future
Content Standard	3.1.1.CS.1 3.1.1.CS.2 3.1.1.CS.3
Learning Indicator(s)	3.1.1.LI.2 - Reflect, analyse and participate in contemporary art debates on inclusion and exhibition making. Identify and discuss the major milestones of contemporary art. Managing Talk forLearning: • In smaller groups, research and develop a digital/manual timeline of major milestones and artists in contemporary art from the 1980s to present. • Organise classroom to cater for the needs of learners especially those with visual and hearing needs, as well as body types as well as learning abilities for equity of access
Lesson Focus	Reflect, analyse and participate in contemporary art debates on inclusion and exhibition making.
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: Reflect, analyse and participate in contemporary art debates on inclusion and exhibition making. 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 Reflect, analyse and participate in contemporary art debates on inclusion and exhibition making. Identify and discuss the major milestones of contemporary art. Managing Talk forLearning: • In smaller groups, research and develop a digital/manual timeline of major milestones and artists in contemporary art from the 1980s to present. • Organise classroom to cater for the needs of learners especially those with visual and hearing needs, as well as body types as well as learning abilities for equity of access? 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	Visual inquiry Art-history research Comparative analysis Collaborative presentation Portfolio development
Teaching & Learning Resources	Sketchbook/drawing book Pencils/erasers Art and Design reference materials Whiteboard/markers
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 the creative journey (from caves to 21st century) 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 art across time, 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 art across time.	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 art across time.	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 art across time and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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