Basic 7 · Creative Arts and Design · Media and Techniques
The Design Process and Displaying Musical Works
In this topic you will use the stages of the design process to plan and make a 2D or 3D artwork that reflects your community, and plan, rehearse and display a musical performance.
By the end of these notes you should be able to:
- Describe the stages of the design process
- Apply the design process to plan an artwork that solves a problem or tells a story
- Plan, rehearse and present a musical work for an audience
What you already know
- Elements of design and pattern making
- Composing call-and-response songs
Copy everything that has a blue line on its left into your notebook. The other parts are for reading.
Lesson 1
- Strand
- Visual Arts
- Sub-strand
- Media and Techniques
- Indicator
- B7.2.2.1.1 – Design and produce own visual artworks that reflect the history and culture of the people of the local community
Introduction
Designers do not just start making things. They follow a series of steps, called the design process, to make sure the final product meets the need and looks good.
1. Stages of the Design Process
| Stage | What the designer does |
|---|---|
| 1. identify the problem or need | decide what is needed and who it is for |
| 2. research | study the history, culture and materials related to the idea |
| 3. generate ideas | make many quick sketches of possible solutions |
| 4. develop and select | improve the best idea and make a detailed plan |
| 5. make (realise) | produce the artwork with suitable tools and materials |
| 6. evaluate (appraise) | test the work and judge how well it meets the need |
| 7. display | present the work for others to see and respond |
2. Finding Ideas in the Community
Ideas come from observation and research. On an environmental walk, you may notice that the market has no clear signs, that a chief's palace has beautiful carved doors, or that plastic waste is piling up. You can also use the library, the internet and interviews with elders and craftspeople to learn about local history and culture. Write and sketch everything in a sketchbook.
3. A Worked Example of the Design Process
Design a 3D artwork
Plastic bottles litter the school compound. Design an artwork that solves this problem and reflects local culture.
- Identify: plastic waste is a problem; the school needs a way to collect it.
- Research: learn about Asante adinkra symbols and the dangers of plastic waste.
- Ideas: sketch three waste bins made from old cartons, decorated with symbols.
- Select: choose a bin covered in papier mâché with Sankofa and Nkyinkyim symbols.
- Make: build, paint and varnish the bin.
- Evaluate: test whether it is strong and attractive; ask classmates for comments.
Answer: A decorated waste bin that collects plastic and teaches respect for the environment
4. 2D and 3D Outcomes
A 2D outcome might be a poster, a painting, a printed cloth or a mural. A 3D outcome might be a model, a pot, a basket or a sculpture. Choose the form that best solves your problem.
New words
- design process
- The steps designers follow from idea to finished product.
- research
- Finding information to support an idea.
- evaluate
- To judge the quality and success of a work.
- sketchbook
- A book for recording ideas and drawings.
Summary
- The design process moves from identifying a need to evaluating and displaying the work.
- Ideas come from observation, research and talking with the community.
- The outcome can be 2D or 3D, depending on the problem.
Class activity: Design Brief
- Identify one problem in your school or community.
- Follow the first four stages of the design process and make a detailed sketch plan.
- Present your plan and explain how it reflects local culture.
You need: Pencils, Drawing paper, Printed photographs of Ghanaian stools, Baskets
Exercises
Answer in your exercise book first, then check your answers.
1. The first stage of the design process is…
- A. identifying the problem
- B. making the product
- C. displaying
- D. evaluating
Show answer
Answer: identifying the problemStart with the need.2. Making many quick sketches of possible solutions is called…
- A. generating ideas
- B. evaluating
- C. displaying
- D. researching
Show answer
Answer: generating ideasMany options first.3. Evaluation means judging how well a work meets the need.
- A. True
- B. False
Show answer
Answer: TrueAppraisal.4. A book for recording ideas and drawings is a ______.
Show answer
Answer: sketchbookArtist's notebook.5. List the stages of the design process in order.
Show answer
Answer: Identify the need, research, generate ideas, develop and select, make, evaluate, display.Seven stages.6. Why is research important before making an artwork about local culture?
Show answer
Answer: It gives accurate information about history, symbols and materials, so the work truly reflects the culture.Accuracy and meaning.
Lesson 2
- Strand
- Performing Arts
- Sub-strand
- Media and Techniques
- Indicator
- B7.2.2.5.2 – Plan and display of own and others’ musical works that reflect the history and culture of the people in the community
Introduction
A good song deserves a good performance. Planning how, where and in what order music will be presented helps performers to shine and audiences to enjoy it.
1. Planning a Performance
| Item | Questions to answer |
|---|---|
| programme | Which pieces will we perform and in what order? |
| performers | Who is the cantor, the chorus and the drummers? |
| instruments | Which instruments are needed and are they in good condition? |
| venue | Where will we perform and is there enough space? |
| costume | What will we wear to reflect the culture of the music? |
| time | How long will each piece and the whole show last? |
2. Rehearsal
Rehearsal is practice before the real performance. In the first rehearsals, performers learn their parts. Later, they practise entering and leaving the stage, starting and ending together, and keeping a steady tempo. The leader listens and gives feedback. A dress rehearsal, with costumes and instruments, is held just before the performance.
3. Stage Arrangement and Presentation
Arrange performers so the audience can see and hear everyone. Drummers usually sit at the back or side, the chorus stands in a semicircle and the cantor stands in front. Performers should face the audience, smile and project their voices. At the start, someone introduces the group and the theme of each piece.
4. Appraising Performances
After performing, the class discusses what went well and what can be improved. Good feedback is specific and polite: "The drums and singing ended together", or "The chorus could sing louder in the second verse". Listeners also identify the cultural idea in each piece, which shows they understood the music.
Remember: Use the phrase "One thing I liked... One thing to improve..." when giving feedback.
5. Displaying Recorded Music
Music can also be displayed when the performers are not present. Groups can record their performance on a phone and play it at a school open day, or upload it to a class page with the permission of the teacher. A display board beside the recording can show the title, the composers, the theme, the instruments used and photographs of the rehearsals. This lets other learners, parents and the community enjoy and learn from the work.
| Method | Example |
|---|---|
| live performance | a cultural show at the school assembly |
| audio or video recording | a phone recording played at open day |
| display board | photographs, programme card and lyrics on a board |
| community event | performing at a festival or durbar |
New words
- programme
- The planned order of items in a performance.
- rehearsal
- Practice before a performance.
- dress rehearsal
- A final practice in full costume.
- appraisal
- Judging a work and giving feedback.
Summary
- Planning covers the programme, performers, instruments, venue, costume and time.
- Rehearsals prepare performers to start, play and end together.
- Appraisal gives specific, polite feedback after the performance.
Class activity: Class Music Showcase
- Prepare a programme card listing your group's pieces in order.
- Rehearse with entry, performance and exit.
- Perform for the class and give one appraisal comment on another group's work.
You need: Atumpan drum, Wooden clappers, Printed music-notation cards
Exercises
Answer in your exercise book first, then check your answers.
1. Practice before a performance is a…
- A. rehearsal
- B. programme
- C. venue
- D. costume
Show answer
Answer: rehearsalIt prepares performers.2. The final practice in full costume is the…
- A. dress rehearsal
- B. first rehearsal
- C. appraisal
- D. interlude
Show answer
Answer: dress rehearsalJust before the show.3. Performers should face the audience when performing.
- A. True
- B. False
Show answer
Answer: TrueSo they are seen and heard.4. The planned order of items in a performance is the ______.
Show answer
Answer: programmeThe running order.5. Name four things to plan before a musical performance.
Show answer
Answer: Programme, performers, instruments, venue (or costume, time).Any four.6. Give one example of helpful feedback on a performance and explain why it is helpful.
Show answer
Answer: "The chorus could sing louder in verse two" — it is specific and tells performers exactly what to improve.Specific and polite.
Homework
- Write a design brief for an artwork that solves a problem in your home.
- Make a programme card for a short school cultural show.