Ghana curriculum lesson note
SHS 3 Art and Design Foundation 2nd Semester Week 13 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Art and Design Foundation | Week | 13 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | DESIGN FOR LIFE | Sub-Strand | COLOUR THEORY AND APPLICATION |
| Learning Outcome(s) | 3.3.2.LO.1 - Create artifacts using knowledge in colour schemes to interpret real- life situations in response to societal problems. Collaboration and Communication: • Learners use requisite literature and language in colour theory to present ideas about the mood colour they express and how people respond to them. • Learners use requisite literature and language in colour theory to distinguish between colour theory and colour scheme as well as how they can be applied in making art and design works. • Learners can use appropriate language to illustrate the distinction between the basic characteristics of pigment colours and colours of the spectrum. • Learners use appropriate language to illustrate the functions of pigment colours with reference to how they are used in stage design | ||
| Content Standard | 3.3.2.CS.1 | ||
| Learning Indicator(s) | 3.3.2.LI.2 - Demonstrate understanding and application of colour theory, colour schemes, and the mood they express in design. Identify and explain colour schemes and the mood they express in relation to learners’ response. Initiating Talk for Learning/ Group Work/ | ||
| Lesson Focus | Demonstrate understanding and application of colour theory, colour schemes, and the mood they express in design. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate understanding and application of colour theory, colour schemes, and the mood they express in design. 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 understanding and application of colour theory, colour schemes, and the mood they express in design. Identify and explain colour schemes and the mood they express in relation to learners’ response. Initiating Talk for Learning/ Group Work/? 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 | Design thinking Studio practice Sketching/ideation Experimentation with media Critique and refinement Project-based learning | ||
| Teaching & Learning Resources | Sketchbook/drawing book Pencils/erasers Art and Design reference materials Whiteboard/markers Paints/colouring media Brushes Colour wheel or colour samples 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 design for life 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 colour theory and application, 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 colour theory and application. | 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 colour theory and application. | 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 colour theory and application 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 Foundation 2nd Semester Lessons
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