Basic 8 · Creative Arts and Design · Drawing
Generating Design Ideas, Artworks on Topical Issues and Appraising Performances
In this topic you will generate design ideas and templates for simple models, produce an artwork on a topical issue, and organise an appreciation and appraisal of dance and drama performances.
By the end of these notes you should be able to:
- Generate design ideas and templates for models of simple shapes and forms
- Produce an artwork that reflects a topical issue
- Organise and carry out an appraisal of dance and drama performances
What you already know
- Design process, art criticism and dance-drama
Copy everything that has a blue line on its left into your notebook. The other parts are for reading.
Lesson 1
- Strand
- Design
- Sub-strand
- Drawing
- Indicator
- B8.1.2.1.3 – Demonstrate ability to generate design ideas and develop models of simple shapes and forms for appreciation and display
Introduction
Before making a box, a toy or a model house, designers draw templates: flat shapes that can be cut out and folded into three-dimensional forms.
1. Generating Ideas
Start by identifying a simple product, such as a gift box, a pen holder or a model of a traditional house. Brainstorm ideas, sketch several options and choose one that is useful, attractive and possible to make with available materials such as cardboard, paper, Styrofoam or papier mâché.
2. What Is a Template?
Template: A flat pattern used as a guide for cutting and shaping material into a product.
Templates are drawn accurately with a ruler, set square and pencil. They include fold lines, cutting lines and flaps for joining. Using a template ensures that all parts fit together and that the product can be made again.
3. Lines on a Template
| Line | Meaning |
|---|---|
| solid line | cut here |
| dashed line | fold here |
| shaded or marked flap | apply glue here |
| arrow | direction of folding |
4. Testing Ideas
Make a quick prototype from scrap paper before using cardboard. This shows whether the parts fit and the design works. Adjust the template if needed. Testing saves materials and leads to a better final model.
5. From Model to Product
Many products we use began as simple models. Packaging for sugar, tea and medicine is designed from nets on flat card. Furniture makers build small models before making chairs and tables. Architects make models of houses and offices. Learning to generate ideas and make templates now prepares you for careers in design, engineering and manufacturing.
New words
- template
- A flat guide pattern for making a product.
- prototype
- A first test version of a product.
- flap
- A small extra part used for gluing.
- fold line
- A line along which material is folded.
Summary
- Generate ideas by identifying a product, brainstorming and sketching options.
- Templates show cutting lines, fold lines and gluing flaps.
- Test ideas with prototypes before making the final model.
Class activity: Template Design
- Choose a simple product to make.
- Draw an accurate template with cutting and fold lines.
- Make a paper prototype and adjust the template.
You need: Cardboard, Wooden ruler, Starch paste
Exercises
Answer in your exercise book first, then check your answers.
1. A flat pattern used as a guide for cutting is a…
- A. template
- B. prototype
- C. sketch
- D. motif
Show answer
Answer: templateGuide.2. On a template, a dashed line usually means…
- A. fold here
- B. cut here
- C. glue here
- D. paint here
Show answer
Answer: fold hereConvention.3. A prototype is a first test version.
- A. True
- B. False
Show answer
Answer: TrueTrial model.4. A small extra part used for gluing is a ______.
Show answer
Answer: flapJoining tab.5. Explain why designers make prototypes.
Show answer
Answer: To test whether the parts fit and the design works before using final materials.Testing.6. Why are templates useful for making many copies of a product?
Show answer
Answer: The same template can be traced repeatedly, giving identical parts that fit together.Reproduction.
Lesson 2
- Strand
- Visual Arts
- Sub-strand
- Creative and Aesthetic Expression
- Indicator
- B8.2.2.1.1 – Design and produce your own artworks that reflect a range of different times and cultures
Introduction
Art can speak about the issues people face today. A poster on SSNIT pensions, a painting about galamsey or a collage on sanitation can make people think and act.
1. Choosing a Topical Issue
| Issue | Art idea |
|---|---|
| galamsey | a painting of a polluted river beside a clean one |
| sanitation | a collage of litter turning into flowers |
| SSNIT pension scheme | a poster showing workers planning for retirement |
| Ghana's independence (1957) | a print celebrating freedom and unity |
| road safety | a cartoon about seat belts and helmets |
| teenage pregnancy | a poster encouraging girls to stay in school |
2. Reflecting on the Issue
Before making the artwork, reflect on the issue: What is the problem? Who is affected? What should people do? Talk with family members and read news reports. Your artwork should communicate a clear message based on accurate information.
3. Producing the Artwork
- Choose the issue and state your message in one sentence.
- Make thumbnail sketches of possible images.
- Select the best idea and choose a medium.
- Plan colours and composition to emphasise the message.
- Produce the artwork carefully.
- Write a title and a short statement.
4. Displaying the Work
Display artworks where the public can see them, such as the school notice board, a community centre or a market wall (with permission). Artworks displayed in public can influence behaviour, for example by encouraging people to stop littering.
New words
- topical issue
- A matter of current public concern.
- collage
- An artwork made by sticking pieces of material onto a surface.
- message
- The idea an artwork communicates.
- mural
- A large painting on a wall.
Summary
- Topical issues such as galamsey, sanitation and road safety can inspire artworks.
- Reflect on the issue and state a clear message before designing.
- Produce, title and display the artwork where it can influence people.
Class activity: Issue Artwork
- Choose a topical issue in your community.
- Produce an artwork with a clear message.
- Display it with a title and statement.
You need: Pencils, Drawing paper, Printed photographs of Ghanaian stools, Baskets
Exercises
Answer in your exercise book first, then check your answers.
1. An artwork made by sticking pieces of material is a…
- A. collage
- B. mural
- C. print
- D. sculpture
Show answer
Answer: collageStuck pieces.2. SSNIT is associated with…
- A. pensions for workers
- B. football
- C. mining
- D. weather forecasts
Show answer
Answer: pensions for workersSocial security.3. Art can be used to communicate messages about social issues.
- A. True
- B. False
Show answer
Answer: TrueCommunication.4. The idea an artwork communicates is its ______.
Show answer
Answer: messageMeaning.5. State four steps in producing an artwork on a topical issue.
Show answer
Answer: Choose the issue, state the message, make thumbnails, produce the artwork (or plan colours, write a statement).Any four.6. Why must an artwork on a topical issue be based on accurate information?
Show answer
Answer: So that the message is truthful and persuades people correctly rather than misleading them.Accuracy.
Lesson 3
- Strand
- Performing Arts (Dance and Drama)
- Sub-strand
- Creative and Aesthetic Expression
- Indicator
- B8.2.2.3.9 – Organize an appreciation and appraisal of own and others’ dance and drama artworks that reflect a range of different times cultures and topical issues
Introduction
After a performance, the audience and performers can learn a lot by discussing what worked well and what could be better. This is appreciation and appraisal.
1. Appreciation and Appraisal
Appreciation: Recognising and enjoying the good qualities of a work.
Appraisal: Judging the strengths and weaknesses of a work fairly, using criteria.
2. Criteria for Appraising Dance and Drama
| Area | Questions |
|---|---|
| content | Was the story or message clear and relevant? |
| movement | Were the dance steps accurate, energetic and well timed? |
| voice | Could the actors be heard clearly? |
| costume and props | Did they suit the culture and story? |
| teamwork | Did performers work together smoothly? |
| audience impact | Did the performance hold attention and move the audience? |
3. Organising an Appraisal Session
- Invite an audience to watch the performances.
- Give each audience member a simple appraisal form.
- After each piece, allow time for comments.
- Record strengths and weaknesses.
- Performers respond politely and note suggestions.
- Use the feedback to plan improvements.
4. Giving Fair Comments
Good appraisal is honest, specific and kind. Instead of saying "It was bad", say "The ending was unclear; adding a final song could help". Begin with strengths, then give suggestions. Performers should listen without arguing and thank the audience for their comments.
5. Using Appraisal to Improve
After the appraisal session, groups should meet to review the comments. List the strengths to keep and the suggestions to act on. Then rehearse again, making the changes. A second performance after appraisal is usually much better. This cycle of performing, receiving feedback and improving is how professional artistes grow.
New words
- appreciation
- Recognising good qualities in a work.
- appraisal
- Judging strengths and weaknesses using criteria.
- criteria
- Standards used for judging.
- appraisal form
- A sheet for recording comments.
Summary
- Appreciation recognises good qualities; appraisal judges strengths and weaknesses.
- Criteria include content, movement, voice, costume, teamwork and audience impact.
- Organise sessions with forms, and give honest, specific and kind feedback.
Class activity: Appraisal Session
- Watch two group performances.
- Complete an appraisal form for each.
- Share one strength and one suggestion for each performance.
You need: Atumpan drum, Calabash rattle, Printed photographs of Ghanaian dance poses
Exercises
Answer in your exercise book first, then check your answers.
1. Standards used for judging a work are…
- A. criteria
- B. costumes
- C. props
- D. scripts
Show answer
Answer: criteriaMeasures.2. Which comment is most helpful?
- A. "The ending was unclear, so a final song could help."
- B. "It was bad."
- C. "I didn't like it."
- D. "Boring."
Show answer
Answer: "The ending was unclear, so a final song could help."Specific.3. Performers should listen to feedback without arguing.
- A. True
- B. False
Show answer
Answer: TrueRespect.4. Recognising and enjoying the good qualities of a work is ______.
Show answer
Answer: appreciationEnjoyment.5. List four criteria for appraising dance and drama.
Show answer
Answer: Content, movement, voice, costume (or teamwork, audience impact).Any four.6. Why should appraisal begin with strengths?
Show answer
Answer: It encourages performers and makes them more open to suggestions for improvement.Constructive.
Homework
- Appraise a dance or drama you watch on TV or in your community using the criteria.