Ghana curriculum lesson note
SHS 3 Art and Design Studio 1st Semester Week 1 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Art and Design Studio | Week | 1 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | ART AND DESIGN THEORIES AND APPLICATION | Sub-Strand | MEANINGS, SCOPE AND ROLE OF ART AND DESIGN STUDIO |
| Learning Outcome(s) | 3.1.1.LO.1 - Reflect and familiarise yourself with intellectual property laws in Ghana and their importance to the art and design studio practitioners | ||
| Content Standard | 3.1.1.CS.1 | ||
| Learning Indicator(s) | 3.1.1.LI.1 - Demonstrate knowledge and understanding of the Creative Art industry laws, and ethics and their implication on art and design studio practices. Learners acquaint themselves with the Copyright Act of Ghana,2005 (Act 690) Patent Act, 2003 (Act657) Trademarks Act, 2004(Act 664), Company Act, 2019(Act 992) and their implications on art and design studio practices | ||
| Lesson Focus | Demonstrate knowledge and understanding of the Creative Art industry laws, and ethics and their implication on art and design studio practices. | ||
| 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 the Creative Art industry laws, and ethics and their implication on art and design studio practices. 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 Demonstrate knowledge and understanding of the Creative Art industry laws, and ethics and their implication on art and design studio practices. Learners acquaint themselves with the Copyright Act of Ghana,2005 (Act 690) Patent Act, 2003 (Act657) Trademarks Act, 2004(Act 664), Company Act, 2019(Act 992) and their implications on art and design studio practices? 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 | ||
| 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 art and design theories and application 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 meanings, scope and role of art and design studio, 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 meanings, scope and role of art and design studio. | 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 meanings, scope and role of art and design studio. | 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 meanings, scope and role of art and design studio 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 3 Art and Design Studio 1st Semester Lessons
Week 1 (current)Week 2Sub-strand: MEANINGS, SCOPE AND ROLE OF ART AND DESIGN STUDIOWeek 3Sub-strand: MEANINGS, SCOPE AND ROLE OF ART AND DESIGN STUDIOWeek 4Sub-strand: MEANINGS, SCOPE AND ROLE OF ART AND DESIGN STUDIOWeek 5Sub-strand: MEANINGS, SCOPE AND ROLE OF ART AND DESIGN STUDIOWeek 6Sub-strand: MEANINGS, SCOPE AND ROLE OF ART AND DESIGN STUDIOWeek 7Sub-strand: MATERIAL CLASSIFICATION AND METHODSWeek 8Sub-strand: MATERIAL CLASSIFICATION AND METHODSWeek 9Sub-strand: PROFESSIONAL PRACTICE AND ETHICSWeek 10Sub-strand: PROFESSIONAL PRACTICE AND ETHICSWeek 11Sub-strand: THINKING STUDIOWeek 12Sub-strand: THINKING STUDIOWeek 13Sub-strand: THINKING STUDIOWeek 14Sub-strand: THINKING STUDIOWeek 15Sub-strand: THINKING STUDIOWeek 16Sub-strand: THINKING STUDIO