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TERM THREE
WEEKLY LESSON PLAN – B7
WEEK 9
Week Ending: 11th NOV, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Visual Arts
Sub Strand: Connections in Local and Global
Class: B7 Class Size:
Cultures
Content Standard: Visual Arts
Indicator:
B7. 2.3.1. Demonstrate the ability to correlate and Lesson:
B7. 2.3.1.2. Identify visual artworks that
generate ideas from visual artworks in the community 1 of 1
reflect the history, culture, environment
that reflect a range of different times, cultures and and topical issues in the community.
topical issues.
Performance Indicator: Core Competencies:
Learners can use visual artworks to solve topical issues in the community PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
Key words Chieftaincy, landmarks, artists and artworks, events, festivals, tourist sites
Reference: Creative Arts And Design Curriculum P.g. 32
Phase/Duration Learners Activities Resources
PHASE 1: STARTER Learners answer questions on how to generate ideas from visual artworks
in the community.
Share performance indicators and introduce the lesson.
PHASE 2: NEW Learners appreciate and appraise the pre-independence and post- pictures or video
LEARNING independence history, culture, environment and topical issues in the on the festivals,
community reflected in the selected visual artworks. tourist sites
Example: What time or era? (natural and man-
• Is it the pre-independence era characterized by independence made) chieftaincy
movements and struggles? etc.
• Is it the post-independence era marked by multi-party
democracy?
Learners compare the nature of the selected artworks to
determine their similarities and differences in terms of their
functional, aesthetics, social and cultural values.
Example:
Type of media:
• pastel, oil, water, acrylic, clay, wood, metal, fabric, paper. Etc.
• purposes of artworks:
• social events, market scenes, landscapes, plants, animals, folklore,
religious, political, etc.
Learners reflect on the effects of the history and culture of the
topical issues in the selected visual artworks.
Example:
• Does the work portray a topical issue of an era?
• Is the issue or message conveyed using the media, techniques and
elements and principles of art?.
Assessment
Learners research and document how the history, culture,
environment and topical issues in the community is reflected in the
selected visual artworks.
PHASE 3: Learners talk and make individual or collaborative presentations on
REFLECTION information recorded.
Week Ending: 11th NOV, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts
Sub Strand: Connections in Local and Global
Class: B7 Class Size:
Cultures
Content Standard: B7. 2.2.3. Music Indicator:
Demonstrate the ability to correlate and generate B7. 2.3.2.4 Appreciate and appraise an
ideas from indigenous creative musical forms and indigenous and a neo-traditional group Lesson:
art musicians in the immediate community, that within the community based on their 1 of 1
reflect a range of different times, cultures and style, instruments, song themes, dance
topical issues movements, etc.
Performance Indicator: Core Competencies:
Learners can appreciate and appraise an indigenous and a neo-traditional group PL5.2: PL6.1: CG5.4: PL6.2:
within the community DL5.3
Key words Enquiry, research, interview, indigenous, neo-traditional, exponent, allegory,
Reference: Creative Arts And Design Curriculum P.g. 32
Phase/Duration Learners Activities Resources
PHASE 1: show a video of one of the class performances recorded a fortnight ago
STARTER (the Dance Drama Composition) or a similar video clip.
Recap of previous lesson using RCA technique.
Draw learners attention to the new lesson’s content standard and
indicator(s).
PHASE 2: NEW Play the following video clips of indigenous musical forms briefly and discuss Pictures and
LEARNING the genres involved with the class, namely: Videos
recitative song forms (nnwomkrô, ebibindwom, etc.),
dance genre song forms (atsiagbekô, adowa, kete, baamaaya, etc.),
vocal effects (yodeling, ululation, holler, nasalization).
Review the definition of the four (4) terms that describe aesthetic
viewpoints in evaluating a musical work, namely;
Formalism
Referentializm
Absolutism
Expressionism
Try and come down to the level of learners
Discuss with learners, the basic elements of an indigenous and a neo-
traditional group—origin, ethnic group, gender, age, instruments, song
themes, dance movements, stylized dances, singing, drumming, costume,
venue, etc.
Put learners into small groups to compare and contrast two selected
indigenous and neo-traditional genre types they researched.
Groups will organize the data collected and write up an aesthetic
appreciation report.
Ask groups to present the analysis (similarities and differences) in the
indigenous and the neo-traditional group within the community to the class.
Ask other groups to comment on the data presented. Sum up the lesson,
and ask groups to go and do more extensive research on the indigenous
and a neo-traditional group within the community for the future.
Assessment
(i) Ask learners to peer assess their colleagues.
(ii) Close the lesson by allowing learners to reflect, connect and apply the
knowledge acquired.
(iii) Explain the form the final summative examinations will take
PHASE 3: Close the lesson by facilitating a discussion on posters designed by learners
REFLECTION after the gallery-walk.
Summarize core-points for learners’ reflection.
Homework
Explain to students the form the final end of year summative examination will
