Ghana curriculum lesson note

SHS 3 Art and Design Foundation 2nd Semester Week 1 Lesson Plan

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Weekly Learning Plan
Subject	Art and Design Foundation	Week	1
Duration	60 minutes	Form	SHS 3
Strand	AESTHETICS AND CRITICISM	Sub-Strand	THE WORLD AROUND US
Learning Outcome(s)	3.2.1.LO.1 - Appreciate and contribute to debates on material responsibility, and emerging advocacy issues in art 3.2.1.LO.2 - Ability to articulate technology as essential to the making of art and design in the 20th - 21st Centuries
Content Standard	3.2.1.CS.1 3.2.1.CS.2
Learning Indicator(s)	3.2.1.LI.1 - Reflect, analyse, and contribute to social inclusion and environmental issues in art. Categorise ethical issues associated with art and design. Initiating Talk for Learning • In a class discussion, identify and document ethical issues associated with art and design. • Examples are issues of gender and race; environment; animal rights; exploitations; social justice; affirmative action; repatriation and reparation, etc
Lesson Focus	Reflect, analyse, and contribute to social inclusion and environmental issues in art.
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 contribute to social inclusion and environmental issues in art. 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 contribute to social inclusion and environmental issues in art. Categorise ethical issues associated with art and design. Initiating Talk for Learning • In a class discussion, identify and document ethical issues associated with art and design. • Examples are issues of gender and race; environment; animal rights; exploitations; social justice; affirmative action; repatriation and reparation, etc? 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 Design brief sheets Magazines/photographs/reference images Paper/cardboard and locally available materials
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 the world around us, 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 the world around us.	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 the world around us.	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 the world around us and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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More SHS 3 Art and Design Foundation 2nd Semester Lessons

Week 1 (current)Week 2Sub-strand: THE WORLD AROUND US Week 3Sub-strand: THE WORLD AROUND US Week 4Sub-strand: THE WORLD AROUND US Week 5Sub-strand: THE WORLD AROUND US Week 6Sub-strand: THE WORLD AROUND US Week 7Sub-strand: MAKING JUDGEMENTS Week 8Sub-strand: MAKING JUDGEMENTS Week 9Sub-strand: MAKING JUDGEMENTS Week 10Sub-strand: DESIGN THINKING AND COMPOSITION Week 11Sub-strand: DESIGN THINKING AND COMPOSITION Week 12Sub-strand: COLOUR THEORY AND APPLICATION Week 13Sub-strand: COLOUR THEORY AND APPLICATION Week 14Sub-strand: COLOUR THEORY AND APPLICATION Week 15Sub-strand: RELATION OF FORMS Week 16Sub-strand: RELATION OF FORMS