Fayol Inc.

0547824419/0549566881
SECOND TERM
WEEKLY LESSON PLAN – B8
WEEK 1

Week Ending: 06-04-2023 DAY: Subject: Creative Arts And Design

Duration: 60MINS Strand: Design
Class: B8 Class Size: Sub Strand: Drawing, Shading, And Coloring
Content Standard: Indicator:
B8 1.2.1.Demonstrate understanding and use of B8 1.2.1.1 Explore available manual and digital tools, Lesson:
drawing, shading, coloring and modelling media materials and techniques for drawing, shading and
1 of 1
and techniques for creative expression of design coloring to create designs from lines, simple shapes and
ideas. forms.
Performance Indicator:
Core Competencies:
Learners can explore available manual and digital tools, materials and
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
techniques for drawing, shading and coloring
Key words
Reference: Creative Arts And Design Curriculum P.g. 24

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Welcome learners back from the Christmas holidays. Ask them
how they spent their vacation holidays.

Share performance indicators and introduce the lesson

PHASE 2: NEW Guide learners to identify, select and experiment the use of T-square, set
LEARNING available manual tools, materials and techniques for freehand and square, protractor,
outline drawing, shading and colouring to create designs from paper
lines, simple shapes and forms for sharing and appraising.,
Understanding Eye Level etc.

PHASE 3: Ask learners to do the following by ways of reflecting on the

REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 06-04-2023 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Visual Arts
Class: B8 Class Size: Sub Strand: Media And Techniques
Content Standard:
Indicator:
B8. 2.1.1 Demonstrate understanding of Visual Arts Lesson:
B8 2.1.1.3 Apply techniques of drawing
media and techniques and their application in drawing
direct observation/memory and imagination 1 of 1
from direct observation/memory and imagination, print to make own visual artworks.
making and weaving
Performance Indicator: Core Competencies:
Learners can draw from direct observation/ memory and imagination PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
Key words Observation, memory , imagination
Reference: Creative Arts And Design Curriculum P.g. 29

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Learners in turns narrate how they spent their vacation holidays.
Encourage learners to draw scenes from their narration.

Draw attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Identify and use the techniques in drawing direct Pictures and
LEARNING observation/memory and imagination to create own artworks. Vidoes

Use various techniques in drawing direct observation/memory and

imagination to create own artworks.

Display artworks for appreciation and reflection and use peer- and
self-evaluation to review works.
Examples of art specific language vocabulary: tone, line, pattern,
form, shape.
PHASE 3: Ask learners to do the following by ways of reflecting on the lesson:
REFLECTION 1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 06-04-2023 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Music)
Class: B8 Class Size: Sub Strand: Media And Techniques
Content Standard:
Indicator:
B8. 2.1.2.: Demonstrate understanding and Lesson:
B8 2.1.2.6 Compare and contrast the benefits 1 of 1
apply tempo, dynamics and simple forms in
associated with soft or loud music
music
Performance Indicator: Core Competencies:
Learners can tell the differences between fast or slow music PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
Key words allegro, poco a poco, largo
Reference: Creative Arts And Design Curriculum P.g. 31

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap of previous lesson using RCA technique.

Draw learner’s attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Explain Italian terms used in describing the dynamics of Pictures and
LEARNING music. Examples: piano, forte, crescendo, diminuendo, etc. Videos

Differentiate between the benefits and harm of loud and soft

music.

PHASE 3: Ask learners to do the following by ways of reflecting on the

REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
 Fayol Inc. 0547824419/0549566881
SECOND TERM
WEEKLY LESSON PLAN – B8
WEEK 2

Week Ending: 14-04-2023 DAY: Subject: Creative Arts And Design

Duration: 60MINS Strand: Performing Arts (Dance and Drama)
Class: B8 Class Size: Sub Strand: Media And Techniques
Indicator:
Content Standard:
B9.2.1.3.8 Explore and identify the various Lesson:
B9. 2.1.3 Demonstrate understanding and
approaches to improvisation, creating 1 of 1
application of media and techniques in
harmony/balance and blocking for dance and
Dance and Drama
drama
Performance Indicator:
Core Competencies:
Learners can Explore and identify the various approaches to
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
improvisation, creating balance and blocking for dance and drama
Key words Backstage, performance, arrangement, entertainment, masking,
Reference: Creative Arts And Design Curriculum P.g. 51

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap of previous lesson using RCA technique.

Draw learner’s attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Revise with learners the meaning of a performance space. Pictures and
LEARNING A performance space is a physical area that is designed and equipped to Videos
host performances such as concerts, theater productions, dance
performances, and other forms of live entertainment.

In groups, guide learners to discuss the factors that affect the

quality of a performance space.
Factors such as acoustics, lighting, stage size and layout, seating arrangement,
and backstage facilities all play a role in creating an optimal environment for
performers and audiences alike.

Identify additional parts of the performance space.

 Stage: This is the area where the performers stand or perform. The size
and shape of the stage can vary depending on the type of performance
and the venue.
 Backstage area: This is the area behind the stage where performers can
prepare for their performance, store costumes and props, and wait for
their cues.
 Seating area: This is where the audience sits or stands during the
performance. The seating area can vary in size and layout depending on
the venue.
 Lighting: Lighting is an essential part of any performance space. It can be
used to set the mood, highlight performers, and create visual effects.
 Sound system: A sound system is essential for many performances,
especially concerts and musicals. It allows the audience to hear the
performers clearly and can enhance the overall experience
  Dressing rooms: These are private rooms where performers can change
their costumes and prepare for their performance.
 Box office: This is where tickets are sold and where audience members can
ask questions or get assistance

Explore the parts of the body and props essential for acting and
dancing.
 Feet: The feet are one of the most essential parts of the body in dancing,
as they are used for movement and balance.
 Legs: The legs are used to create movement and balance in dancing
 Hips and pelvis: These areas of the body are used to create fluid and
expressive movements in many styles of dance, such as salsa and belly
dance.
 Arms and hands: These body parts are used to create expressive
movements and shapes in dancing. They can also be used to balance the
body and enhance the movements of the feet and legs.
 Head and neck: The head and neck can be used to create dynamic
movements and lines in dance.
 Props: Props such as ribbons, fans, hats, and canes can be used to enhance
a dance performance and create a specific mood or theme.

Explain masking, aside, apron, linear and circular patterns, etc., in

dance and drama.
 Masking: Masking refers to the use of one or more dancers to block
or obscure another dancer from the audience's view.
 Aside: An aside is a movement or sequence that is performed off to
the side of the main stage or dance floor.
 Apron: The apron is the area of the stage that extends beyond the
main proscenium arch. It is typically used for entrances and exits, as
well as for certain dance movements that require extra space.
 Linear patterns: Linear patterns refer to dance movements or
sequences that are performed in a straight line.
 Circular patterns: Circular patterns refer to dance movements or
sequences that are performed in a circular or curved path.

Assessment
1. Explain the different components of a performance space and
their importance in creating a successful performance.
2. Describe the essential parts of the body and props commonly
used in dancing, and explain how they contribute to a dancer's
performance.
3. How do masking, aside, apron, linear, and circular patterns
contribute to dance choreography?
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 14-04-2023 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Design
Class: B8 Class Size: Sub Strand: Drawing, Shading, And Coloring
Content Standard: Indicator:
B8 1.2.1.Demonstrate understanding and use of B8 1.2.1.1 Explore available manual and digital tools, Lesson:
drawing, shading, coloring and modelling media materials and techniques for drawing, shading and
1 of 1
and techniques for creative expression of design coloring to create designs from lines, simple shapes and
ideas. forms.
Performance Indicator:
Core Competencies:
Learners can explore available manual and digital tools, materials and
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
techniques for drawing, shading and coloring
Key words
Reference: Creative Arts And Design Curriculum P.g. 24

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Welcome learners back from the Christmas holidays. Ask them
how they spent their vacation holidays.

Share performance indicators and introduce the lesson

PHASE 2: NEW Guide learners to identify, select and experiment the use of T-square, set
LEARNING available manual tools, materials and techniques for freehand and square, protractor,
outline drawing, shading and colouring to create designs from paper
lines, simple shapes and forms for sharing and appraising.,
Understanding Eye Level etc.

PHASE 3: Ask learners to do the following by ways of reflecting on the

REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 14-04-2023 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Visual Arts
Class: B8 Class Size: Sub Strand: Media And Techniques
Content Standard:
Indicator:
B8. 2.1.1 Demonstrate understanding of Visual Arts Lesson:
B8 2.1.1.3 Apply techniques of drawing
media and techniques and their application in drawing
direct observation/memory and imagination 1 of 1
from direct observation/memory and imagination, print to make own visual artworks.
making and weaving
Performance Indicator: Core Competencies:
Learners can draw from direct observation/ memory and imagination PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
Key words Observation, memory , imagination
Reference: Creative Arts And Design Curriculum P.g. 29

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Learners in turns narrate how they spent their vacation holidays.
Encourage learners to draw scenes from their narration.

Draw attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Identify and use the techniques in drawing direct Pictures and
LEARNING observation/memory and imagination to create own artworks. Vidoes

Use various techniques in drawing direct observation/memory and

imagination to create own artworks.

Display artworks for appreciation and reflection and use peer- and
self-evaluation to review works.
Examples of art specific language vocabulary: tone, line, pattern,
form, shape.
PHASE 3: Ask learners to do the following by ways of reflecting on the lesson:
REFLECTION 1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
 Fayol Inc. 0547824419/0549566881
SECOND TERM
WEEKLY LESSON PLAN – B8
WEEK 3

Week Ending: 21-04-2023 DAY: Subject: Creative Arts And Design

Duration: 60MINS Strand: Performing Arts (Dance and Drama)
Class: B8 Class Size: Sub Strand: Media And Techniques
Indicator:
Content Standard:
B8.2.1.3.9 Experiment and practice by using the Lesson:
B8. 2.1.3. Demonstrate understanding of 1 of 1
Ghanaian dance forms techniques of rhythm, dynamics in dance and
drama.
Performance Indicator:
Core Competencies:
Learners can experiment and practice by using the techniques of
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
rhythm, dynamics in dance and drama.
Key words
Reference: Creative Arts And Design Curriculum P.g. 51

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap of previous lesson using RCA technique.

Draw learner’s attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Engage learners to demonstrate dance movements with different Pictures and
LEARNING rhythms and dynamics. Videos

Apply relevant media and techniques to choreograph a dance or

direct a play.

PHASE 3: Ask learners to do the following by ways of reflecting on the

REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 21-04-2023 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Music)
Class: B8 Class Size: Sub Strand: Media And Techniques
Content Standard:
Indicator:
B8. 2.1.2. Demonstrate understanding and Lesson:
B8 2.1.2.6 Compare and contrast the benefits 1 of 1
apply tempo, dynamics and simple forms in
music associated with soft or loud music
Performance Indicator:
Core Competencies:
Learners can compare and contrast the benefits associated with soft or
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
loud music
Key words Backstage, performance, arrangement, entertainment, masking,
Reference: Creative Arts And Design Curriculum P.g. 31

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap of previous lesson using RCA technique.

Draw learner’s attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Guide learners to explain Italian terms used in describing the Pictures and
LEARNING dynamics of music. Videos
Examples:
Piano - soft
Pianissimo - very soft
Forte - loud
Fortissimo - very loud
Mezzo piano - moderately soft
Mezzo forte - moderately loud
Crescendo - gradually getting louder
Decrescendo or diminuendo - gradually getting softer
Legato - smooth and connected
Staccato - short and detached
Largo - slow and broad
Adagio - slow and stately
Allegro - fast and lively
Presto - very fast

Guide learners to differentiate between the benefits and harm of

loud and soft music

Benefits of loud music:

 Energy boost: Loud music can stimulate the nervous system and
increase heart rate, which can provide a boost of energy and help
individuals feel more awake and alert.
 Improved focus: Some people find that loud music can help them
concentrate by blocking out distractions and increasing their ability
to focus on the task at hand.
  Enhanced mood: Loud music can trigger the release of dopamine, a
neurotransmitter associated with pleasure and reward, which can
lead to feelings of happiness and euphoria.

Harms of loud music:

 Hearing damage: Exposure to loud music can damage the delicate
structures of the inner ear and cause permanent hearing loss over
time.
 Stress and anxiety: Loud music can be stressful and overwhelming
for some people, leading to feelings of anxiety, agitation, and
discomfort.
 Interference with communication: Loud music can interfere with
verbal communication, making it difficult to hear and understand
others.

Benefits of soft music:

 Relaxation: Soft music can help individuals relax and unwind,
reducing stress and promoting a sense of calm and tranquility.
 Improved sleep: Soft music can help individuals fall asleep more
easily and improve the quality of their sleep.
 Enhanced creativity: Some people find that soft music can help
them tap into their creative potential and generate new ideas.

Harms of soft music:

 Drowsiness: Soft music can be soothing and relaxing, but it can also
make some people feel drowsy or sleepy, which can be dangerous in
certain situations (such as driving).
 Boredom: Soft music can be too mellow or uneventful for some
individuals, leading to feelings of boredom or disinterest.
 Lack of stimulation: Soft music may not provide enough stimulation
for some people, particularly those who prefer more upbeat or
energetic music.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
 Fayol Inc. 0547824419/0549566881
SECOND TERM
WEEKLY LESSON PLAN – B8
WEEK 4

Week Ending: 28-04-2023 DAY: Subject: Creative Arts And Design

Duration: 60MINS Strand: Design
Class: B8 Class Size: Sub Strand: Drawing, Shading, And Coloring
Content Standard: Indicator:
B8 1.2.1.Demonstrate understanding and use of B8 1.2.1.2 Demonstrate skills in using available digital Lesson:
drawing, shading, coloring and modelling media tools, materials and techniques for freehand and outline
1 of 1
and techniques for creative expression of design drawing, shading and coloring to create designs from
ideas. lines, simple shapes and forms
Performance Indicator:
Core Competencies:
Learners can explore available manual and digital tools, materials and
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
techniques for drawing, shading and coloring.
Key words
Reference: Creative Arts And Design Curriculum P.g. 24

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners to review their understanding in the previous
lesson.

Share performance indicators with learners.

PHASE 2: NEW Demonstrate with learners some pencil holding and shading T-square, set
LEARNING techniques. square, protractor,
paper
Pencil holding techniques:

 Tripod grip: This is the most common way to hold a pencil. Hold the
pencil between your thumb and index finger with your middle finger
supporting the bottom.
 Overhand grip: Hold the pencil like a drumstick, with the pencil
resting on the top of your index finger and your thumb and middle
finger supporting it.
 Underhand grip: Hold the pencil underhand, like a dagger, with
your thumb and index finger gripping the pencil and your middle
finger supporting it.

Shading techniques:

 Hatching: This technique involves drawing closely spaced parallel

lines to create a sense of value and texture. The closer the lines are,
the darker the value will appear.
 Cross-hatching: This technique involves drawing sets of parallel lines
at right angles to each other to create darker values and texture.
The more layers of cross-hatching, the darker the value will appear.
  Stippling: This technique involves using dots to create value and
texture. The closer the dots are, the darker the value will appear.
 Blending: This technique involves using a blending tool, such as a
tortillon or blending stump, to smooth out the marks and create a
more even value.
 Scumbling: This technique involves using small, circular marks to
create value and texture.

Guide learners to Identify, select and experiment the use of

available digital tools, materials and techniques for freehand and
outline drawing, shading and coloring to create designs from lines,
simple shapes and forms for sharing and appraising.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 28-04-2023 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Dance and Drama)
Class: B8 Class Size: Sub Strand: Media And Techniques
Content Standard:
Indicator:
B8. 2.2.3. Demonstrate how to apply the concept
B8.2.2.3.7 Design and produce own dance Lesson:
of design process to produce and display own
and drama that reflect a range of different 1 of 1
creative and expressive art-forms that reflect a
times and cultures
range of different times and cultures
Performance Indicator: Core Competencies:
Learners can design and produce own dance and drama. PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
Key words
Reference: Creative Arts And Design Curriculum P.g. 51

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap of previous lesson using RCA technique.

Draw learner’s attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Learners in groups discuss a dance or drama artist and their Pictures and
LEARNING artworks. Videos
Example: Martin Owusu, Nii Yartey.

Engage learners to design and produce own dance piece or play.

Example: SSNIT Pension Scheme services, sanitation etc.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
 Fayol Inc. 0547824419/0549566881
SECOND TERM
WEEKLY LESSON PLAN – B8
WEEK 5

Week Ending: 05-05-2023 DAY: Subject: Creative Arts And Design

Duration: 60MINS Strand: Visual Arts
Class: B8 Class Size: Sub Strand: Media And Techniques
Content Standard:
Indicator:
B8. 2.2.1 Demonstrate the ability to apply the Lesson:
B8. 2.2.1.2 Plan and display own and others’
concept of the design process to produce and 1 of 1
artworks that reflect the history, cultures,
display own creative and expressive art-forms
physical and social environment
that reflect a range of different times and cultures
Performance Indicator: Core Competencies:
Learners can plan and display own and others’ artworks PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
Key words Observation, memory , imagination
Reference: Creative Arts And Design Curriculum P.g. 28

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap of previous lesson using RCA technique.

Draw learner’s attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Demonstrate understanding and skill in defining roles and Pictures and
LEARNING responsibilities in selecting and preserving a collection of artworks charts
for an exhibition.
 Curator: The curator is responsible for selecting the artworks that will
be exhibited. This includes identifying the theme and concept of the
exhibition.
 Registrar: The registrar is responsible for managing the logistical
aspects of the exhibition, including organizing transportation,
insurance, and storage of the artworks.
 Conservator: The conservator is responsible for assessing the
condition of the artworks and determining the appropriate
preservation measures to prevent damage or deterioration.
 Exhibition Designer: The exhibition designer is responsible for
creating the layout and design of the exhibition space to showcase
the artworks in an aesthetically pleasing and engaging way.
 Educator: The educator is responsible for developing educational
materials, such as labels, brochures, and audio guides, to provide
visitors with context and information about the artworks on display.
 Security Personnel: The security personnel are responsible for
ensuring the safety and security of the artworks during the exhibition.

Assessment
Collaborate with peers to monitor, assess and report on the
exhibition. Examples: in learner journals, print and electronic media.
PHASE 3: Ask learners to do the following by ways of reflecting on the lesson:
REFLECTION 1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 05-05-2023 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Design
Class: B8 Class Size: Sub Strand: Drawing, Shading, And Coloring
Content Standard: Indicator:
B8 1.2.1.Demonstrate understanding and use of B8 1.2.1.2 Demonstrate skills in using available digital Lesson:
drawing, shading, coloring and modelling media tools, materials and techniques for freehand and outline
1 of 1
and techniques for creative expression of design drawing, shading and coloring to create designs from
ideas. lines, simple shapes and forms
Performance Indicator:
Core Competencies:
Learners can explore available manual and digital tools, materials and
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
techniques for drawing, shading and coloring.
Key words
Reference: Creative Arts And Design Curriculum P.g. 24

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners to review their understanding in the previous
lesson.

Share performance indicators with learners.

PHASE 2: NEW Demonstrate with learners some pencil holding and shading T-square, set
LEARNING techniques. square, protractor,
paper
Pencil holding techniques:

 Tripod grip: This is the most common way to hold a pencil. Hold the
pencil between your thumb and index finger with your middle finger
supporting the bottom.
 Overhand grip: Hold the pencil like a drumstick, with the pencil
resting on the top of your index finger and your thumb and middle
finger supporting it.
 Underhand grip: Hold the pencil underhand, like a dagger, with
your thumb and index finger gripping the pencil and your middle
finger supporting it.

Shading techniques:

 Hatching: This technique involves drawing closely spaced parallel

lines to create a sense of value and texture. The closer the lines are,
the darker the value will appear.
 Cross-hatching: This technique involves drawing sets of parallel lines
at right angles to each other to create darker values and texture.
The more layers of cross-hatching, the darker the value will appear.
 Stippling: This technique involves using dots to create value and
texture. The closer the dots are, the darker the value will appear.
 Blending: This technique involves using a blending tool, such as a
tortillon or blending stump, to smooth out the marks and create a
more even value.
  Scumbling: This technique involves using small, circular marks to
create value and texture.

Guide learners to Identify, select and experiment the use of

available digital tools, materials and techniques for freehand and
outline drawing, shading and coloring to create designs from lines,
simple shapes and forms for sharing and appraising.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 05-05-2023 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Music)
Class: B8 Class Size: Sub Strand: Media And Techniques
Content Standard:
Indicator:
B8. 2.2.2. Demonstrate the ability to use concept
B8. 2.2.2.4 Design and produce own Lesson:
of the design process to create and display own 1 of 1
musical genre that reflect the history and
creative musical art works that reflect a range of
cultures, physical and social environment
different times and cultures
Performance Indicator: Core Competencies:
Learners can design and produce own dance and drama. PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
Key words
Reference: Creative Arts And Design Curriculum P.g. 35

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap of previous lesson using RCA technique.

Draw learner’s attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Research and select own and indigenous musical genre outside Pictures and
LEARNING your community that express personal experiences and interests, Videos
moods, visual images, concepts, texts, or storylines on example the
SSNIT Pension Scheme services, etc.

Collaborate to create rehearsal plan for performing the chosen

work to identify and allocate time to the various aspects
— singing, drumming, dancing, costume, venue, etc.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
 Fayol Inc. 0547824419/0549566881
SECOND TERM
WEEKLY LESSON PLAN – B8
WEEK 6

Week Ending: 12-05-2023 DAY: Subject: Creative Arts And Design

Duration: 60MINS Strand: Performing Arts (Music)
Class: B8 Class Size: Sub Strand: Media And Techniques
Content Standard:
Indicator:
B8. 2.2.2. Demonstrate the ability to use concept Lesson:
B8. 2.2.2.4 Design and produce own
of the design process to create and display own 1 of 1
musical genre that reflect the history and
creative musical art works that reflect a range of
cultures, physical and social environment
different times and cultures
Performance Indicator: Core Competencies:
Learners can design and produce own musical genre PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
Key words
Reference: Creative Arts And Design Curriculum P.g. 35

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap of previous lesson using RCA technique.

Draw learner’s attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Revise with learners on the musical genre in Ghana. Pictures and
LEARNING Videos
 Highlife: This is a genre of music that originated in Ghana in the
early 20th century and is characterized by its fusion of traditional
African rhythms and melodies with Western instruments, such as
guitars and horns.

 Hiplife: This is a modern fusion of highlife and hip-hop music that

emerged in Ghana in the 1990s. Hiplife music is characterized by
its use of rap lyrics and electronic beats, and it often deals with
social and political issues.

 Gospel music: This is a genre of music that combines Christian lyrics

with traditional African rhythms and melodies. Gospel music is
popular in Ghana, and many gospel artists have achieved
international success.

 Reggae: This genre of music originated in Jamaica but has a strong

following in Ghana. Reggae music is characterized by its offbeat
rhythms and its lyrics that often deal with social and political issues.

 Traditional music: Ghana has a rich tradition of indigenous music,

including drumming and dance music that has been passed down
through generations.
 Learners in their groups research and select own and indigenous
musical genre outside their community that express personal
experiences and interests, moods, visual images, concepts, texts,
or storylines.

Collaborate to create rehearsal plan for performing the chosen

work to identify and allocate time to the various aspects
— singing, drumming, dancing, costume, venue, etc.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 12-05-2023 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Dance and Drama)
Class: B8 Class Size: Sub Strand: Media And Techniques
Content Standard:
Indicator:
B8. 2.2.3.: Demonstrate how to apply the concept
B8.2.2.3.7 Design and produce own dance Lesson:
of design process to produce and display own
and drama that reflect a range of different 1 of 1
creative and expressive art-forms that reflect a
times and cultures
range of different times and cultures.
Performance Indicator:
Core Competencies:
Learners can design and produce own dance and drama that reflect a
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
range of different times and cultures.
Key words
Reference: Creative Arts And Design Curriculum P.g. 35

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap of previous lesson using RCA technique.

Draw learner’s attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Guide learners to identify and discuss a dance or drama artist in Pictures and
LEARNING Ghana and their artworks. Example: Martin Owusu, NiiYartey. Videos

Learners in groups relate and appreciate the artworks of the

identified artist.

Engage learners to design and produce own dance piece or play.

PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
 Fayol Inc. 0547824419/0549566881
SECOND TERM
WEEKLY LESSON PLAN – B8
WEEK 7

Week Ending: 19-05-2023 DAY: Subject: Creative Arts And Design

Duration: 60MINS Strand: Design
Class: B8 Class Size: Sub Strand: Drawing, Shading, And Coloring
Content Standard: Indicator:
B8 1.2.1.Demonstrate understanding and use of B8 1.2.1.3 Demonstrate ability to generate design Lesson:
drawing, shading, coloring and modelling media and ideas and develop models of simple shapes and 1 of 1
techniques for creative expression of design ideas. forms for appreciation and display
Performance Indicator:
Core Competencies:
Learners can demonstrate ability to generate design ideas and
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
develop models of simple shapes.
Key words
Reference: Creative Arts And Design Curriculum P.g. 27

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners to review their understanding in the previous
lesson.

Share performance indicators with learners.

PHASE 2: NEW Learners in groups develop own drawings of templates and create T-square, set
LEARNING models of simple shapes and forms using cardboard, Styrofoam, square, protractor,
clay and/or pulp paper for appreciation and sharing. paper

1. Square:
- Start with a rectangular piece of cardboard.
- Measure and mark equal lengths on all four sides of the
rectangle.
- Use a ruler or straight edge to connect the corresponding
marks, creating four equal sides.
- Cut along the marked lines.
- Fold along the edges to create the square shape.

2. Triangle:
- Begin with a rectangular piece of cardboard.
- Measure and mark the desired length for the base of the
triangle on one of the longer sides of the rectangle.
- From each end of the base, measure and mark the same
distance to determine the length of the other two sides.
- Use a ruler or straight edge to connect the marks, creating a
triangle shape.
- Cut along the marked lines.
- Fold along the edges to create the triangle shape.

3. Cube:
- Start with a block of Styrofoam.
 - Measure and mark equal lengths on all sides of the block.
- Use a sharp knife or Styrofoam cutter to carefully cut along the
marked lines.
- Smooth out the edges if needed.

4. Cylinder:
- Start with a cylindrical piece of Styrofoam or a block that is
large enough to carve into a cylinder shape.
- Using a sharp knife or Styrofoam cutter, carve away the excess
material to create a cylindrical shape.
- Smooth out the sides and ends of the cylinder as desired.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 19-05-2023 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Music)
Class: B8 Class Size: Sub Strand: Media And Techniques
Content Standard:
Indicator:
B8. 2.2.2. Demonstrate the ability to use concept Lesson:
B8. 2.2.2.5 Plan and display own and
of the design process to create and display own
others’ musical works that reflect a range 1 of 1
creative musical art works that reflect a range of
of different times and cultures.
different times and cultures.
Performance Indicator: Core Competencies:
Learners can plan and display own and others’ musical works PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
Key words
Reference: Creative Arts And Design Curriculum P.g. 36

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap of previous lesson using RCA technique.

Draw learner’s attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Give a class concert (to be video recorded) that begins with a Pictures and
LEARNING presentation on the style, historical and cultural context of the Videos
compositions selected and rehearsed in B8. 2.2.2.4.

Guide learners to determine the genre or style of music they want

to create.

Let learners choose instruments and practice with them to create

melodies, harmonies, and rhythms.

Learners in groups improvise and play around with different

melodies and chord progressions on their instrument.

Learners perform songs they are familiar with. Allow learners to

record live performances and share them online through platforms
like YouTube, Facebooks, etc.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 19-05-2023 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Dance and Drama)
Class: B8 Class Size: Sub Strand: Media And Techniques
Content Standard:
Indicator:
B8. 2.2.3.: Demonstrate how to apply the concept Lesson:
B8.2.2.3.8 Plan and display own and others’
of design process to produce and display own 1 of 1
dance and drama pieces that reflect a range
creative and expressive art-forms that reflect a
of different times and cultures.
range of different times and cultures.
Performance Indicator: Core Competencies:
Learners can plan and display own and others’ dance and drama pieces PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
Key words
Reference: Creative Arts And Design Curriculum Pg. 37

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap of previous lesson using RCA technique.

Draw learner’s attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Guide learners to determine the theme or concept they want to Pictures and
LEARNING explore in their dance and drama piece. It could be a specific story, Videos
emotion, social issue, or abstract idea.

Guide learners to develop the storyline or structure of their dance

and drama piece.

Brainstorm and experiment with movement ideas, dance styles,

gestures, and body movements that can express the emotions or
actions related to the chosen theme.

Learners design costumes that reflect the characters and enhance

the movements.

Learners in their groups perform dance and drama whiles you

invite an audience to watch the performance of own and others’
for appreciation and appraisal.

Note and record the strengths and weaknesses of the production

and performance for discussion and modification of future
performances
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
 Fayol Inc. 0547824419/0549566881
SECOND TERM
WEEKLY LESSON PLAN – B8
WEEK 8

Week Ending: 26-05-2023 DAY: Subject: Creative Arts And Design

Duration: 60MINS Strand: Design
Class: B8 Class Size: Sub Strand: Drawing, Shading, And Coloring
Content Standard: Indicator:
B8 1.2.1.Demonstrate understanding and use of B8 1.2.1.3 Demonstrate ability to generate design Lesson:
drawing, shading, coloring and modelling media and ideas and develop models of simple shapes and 1 of 1
techniques for creative expression of design ideas. forms for appreciation and display
Performance Indicator:
Core Competencies:
Learners can demonstrate ability to generate design ideas and
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
develop models of simple shapes.
Key words
Reference: Creative Arts And Design Curriculum P.g. 27

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners to review their understanding in the previous
lesson.

Share performance indicators with learners.

PHASE 2: NEW Learners in groups develop own drawings of templates and create T-square, set
LEARNING models of simple shapes and forms using cardboard, Styrofoam, square, protractor,
clay and/or pulp paper for appreciation and sharing. paper

1. Square:
- Start with a rectangular piece of cardboard.
- Measure and mark equal lengths on all four sides of the
rectangle.
- Use a ruler or straight edge to connect the corresponding
marks, creating four equal sides.
- Cut along the marked lines.
- Fold along the edges to create the square shape.

2. Triangle:
- Begin with a rectangular piece of cardboard.
- Measure and mark the desired length for the base of the
triangle on one of the longer sides of the rectangle.
- From each end of the base, measure and mark the same
distance to determine the length of the other two sides.
- Use a ruler or straight edge to connect the marks, creating a
triangle shape.
- Cut along the marked lines.
- Fold along the edges to create the triangle shape.

3. Cube:
- Start with a block of Styrofoam.
 - Measure and mark equal lengths on all sides of the block.
- Use a sharp knife or Styrofoam cutter to carefully cut along the
marked lines.
- Smooth out the edges if needed.

4. Cylinder:
- Start with a cylindrical piece of Styrofoam or a block that is
large enough to carve into a cylinder shape.
- Using a sharp knife or Styrofoam cutter, carve away the excess
material to create a cylindrical shape.
- Smooth out the sides and ends of the cylinder as desired.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 26-05-2023 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Music)
Class: B8 Class Size: Sub Strand: Media And Techniques
Content Standard:
Indicator:
B8. 2.2.2. Demonstrate the ability to use concept Lesson:
B8. 2.2.2.5 Plan and display own and
of the design process to create and display own
others’ musical works that reflect a range 1 of 1
creative musical art works that reflect a range of
of different times and cultures.
different times and cultures.
Performance Indicator: Core Competencies:
Learners can plan and display own and others’ musical works PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
Key words
Reference: Creative Arts And Design Curriculum P.g. 36

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap of previous lesson using RCA technique.

Draw learner’s attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Give a class concert (to be video recorded) that begins with a Pictures and
LEARNING presentation on the style, historical and cultural context of the Videos
compositions selected and rehearsed in B8. 2.2.2.4.

Guide learners to determine the genre or style of music they want

to create.

Let learners choose instruments and practice with them to create

melodies, harmonies, and rhythms.

Learners in groups improvise and play around with different

melodies and chord progressions on their instrument.

Learners perform songs they are familiar with. Allow learners to

record live performances and share them online through platforms
like YouTube, Facebooks, etc.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 26-05-2023 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Dance and Drama)
Class: B8 Class Size: Sub Strand: Media And Techniques
Content Standard: Indicator:
B8. 2.2.3.: Demonstrate how to apply the concept B9.2.2.3.9 Organize an appreciation and Lesson:
of design process to produce and display own appraisal of own and others’ dance and 1 of 1
creative and expressive art-forms that reflect a drama artworks that reflect a range of
range of different times and cultures. different times, cultures and topical issues
Performance Indicator:
Core Competencies:
Learners can organize an appreciation and appraisal of own and others’
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
dance and drama artworks
Key words
Reference: Creative Arts And Design Curriculum Pg. 37

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap of previous lesson using RCA technique.

Draw learner’s attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Invite an audience to watch the performance of own and others Pictures and
LEARNING for appreciation and appraisal. Videos

Note and record the strengths and weaknesses of the production

and performance for discussion and modification of future
performances
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
 Fayol Inc. 0547824419/0549566881
SECOND TERM
WEEKLY LESSON PLAN – B8
WEEK 9

Week Ending: 02-06-2023 DAY: Subject: Creative Arts And Design

Duration: 60MINS Strand: Visual Arts
Sub Strand: Connections In Local And Global
Class: B8 Class Size:
Cultures
Content Standard: Indicator:
B8. 2.3.1 Demonstrate the ability to correlate and B8. 2.3.1.2. Compare and contrast Lesson:
generate ideas from creative artworks of visual artworks of visual artists that reflect the 1 of 1
artists that reflect a range of different times, history, culture, environment and topical
cultures and topical issues issues.
Performance Indicator: Core Competencies:
Learners can compare and contrast artworks of visual artists PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
Key words
Reference: Creative Arts And Design Curriculum P.g. 36

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap of previous lesson using RCA technique.

Draw learner’s attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Analyze the similarities and differences of themes and Pictures and
LEARNING techniques used by visual artists in the production of Videos
artworks that reflect the history, culture, environment and
topical issues.
Examples: Ablade Glover, Kofi Antobam, Theodosia Okoh,
Francis Boateng.

Ablade Glover is a renowned Ghanaian artist known for his

vibrant and expressive paintings. His works often explore themes
related to everyday life in Ghana and capture the essence of the
country's landscapes, markets, and urban scenes. Here are some
common themes and techniques found in Ablade Glover's art:

1. Everyday Life: Ablade Glover's paintings often depict scenes from daily
life in Ghana. He focuses on capturing the energy and vibrancy of
markets, streets, and communal spaces. His works celebrate the spirit
and resilience of the Ghanaian people.

2. Color and Texture: Glover's paintings are characterized by bold and

vibrant colors. He skillfully uses a wide range of hues to create dynamic
and visually striking compositions. Additionally, he employs various
textural techniques, such as layering and impasto, to add depth and
interest to his artworks.
 3. Movement and Rhythm: Many of Glover's paintings convey a sense of
movement and rhythm. Whether depicting bustling marketplaces or
lively cityscapes, he captures the dynamic nature of these environments
through the use of fluid brushstrokes and expressive lines.

4. Abstraction and Figuration: Glover's art combines elements of

abstraction and figuration. While some of his works portray recognizable
subjects and scenes, others veer towards abstraction, with loosely defined
forms and gestural brushwork. This blending of styles adds intrigue and
allows for multiple interpretations.

5. Expressive Brushwork: A distinctive feature of Glover's paintings is his

expressive and confident brushwork. He employs bold and gestural
strokes to create a sense of energy and spontaneity in his artworks. This
technique contributes to the lively and dynamic nature of his
compositions.

Learners in their groups, research and discuss the themes and

techniques used by other visual artist in Ghana.

Learners relate artworks to tradition, culture and environmental

issues of the community to derive meaning and ideas.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 02-06-2023 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Music)
Sub Strand: Connections In Local And Global
Class: B8 Class Size:
Cultures
Content Standard: Indicator:
B8. 2.3.2. Demonstrate the capacity to correlate and B8. 2.3.2.4. Distinguish different ways Lesson:
generate ideas from indigenous creative musical musical works of Ghanaian art composers 1 of 1
forms and Ghanaian art musicians that reflect a range reflect the history, culture, environment
of different times, cultures and topical issues and topical issues
Performance Indicator:
Core Competencies:
Learners can distinguish different ways musical works of Ghanaian art
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
composers
Key words
Reference: Creative Arts And Design Curriculum Pg. 39

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap of previous lesson using RCA technique.

Draw learner’s attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Invite an audience to watch the performance of own and others Pictures and
LEARNING for appreciation and appraisal. Videos

Note and record the strengths and weaknesses of the production

and performance for discussion and modification of future
performances
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
 Fayol Inc. 0547824419/0549566881
SECOND TERM
WEEKLY LESSON PLAN – B8
WEEK 10

Week Ending: 09-06-2023 DAY: Subject: Creative Arts And Design

Duration: 60MINS Strand: Design
Class: B8 Class Size: Sub Strand: Drawing, Shading, And Coloring
Content Standard: Indicator:
B8 1.2.1.Demonstrate understanding and use of B8 1.2.1.1 Explore available manual and digital tools, Lesson:
drawing, shading, coloring and modelling media materials and techniques for drawing, shading and
1 of 1
and techniques for creative expression of design coloring to create designs from lines, simple shapes and
ideas. forms.
Performance Indicator:
Core Competencies:
Learners can explore available manual and digital tools, materials and
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
techniques for drawing, shading and coloring
Key words
Reference: Creative Arts And Design Curriculum P.g. 24

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap of previous lesson using RCA technique.

Draw learner’s attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Revise with learners to identify, select and experiment the use of T-square, set
LEARNING available manual tools, materials and techniques for freehand and square, protractor,
outline drawing, shading and coloring to create designs from lines, paper
simple shapes and forms for sharing and appraising., Understanding
Eye Level etc.

Learners in groups identify, select and experiment the use of

available digital tools, materials and techniques for freehand and
outline drawing, shading and coloring to create designs from lines,
simple shapes and forms for sharing and appraising.

Put learners in groups. Let them develop their own drawings of

templates and create models of simple shapes and forms using
cardboard, Styrofoam, clay and/or pulp paper for appreciation and
sharing.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 09-06-2023 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Visual Arts
Sub Strand: Connections In Local And Global
Class: B8 Class Size:
Cultures
Content Standard: Indicator:
B8. 2.3.1 Demonstrate the ability to correlate and B8. 2.3.1.2. Compare and contrast Lesson:
generate ideas from creative artworks of visual artworks of visual artists that reflect the 1 of 1
artists that reflect a range of different times, history, culture, environment and topical
cultures and topical issues issues.
Performance Indicator: Core Competencies:
Learners can compare and contrast artworks of visual artists PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
Key words
Reference: Creative Arts And Design Curriculum P.g. 36

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap of previous lesson using RCA technique.

Draw learner’s attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Through questions and answers, learners identify some visual Pictures and
LEARNING artworks in their communities and in Ghana. Videos

Engage learners to describe briefly on the artworks identified

and how they reflect the history, culture, environment and topical
issues in their communities and country.

Revise with learners to analyze the similarities and differences

of themes and techniques used by visual artists in the
production of artworks that reflect the history, culture,
environment and topical issues.
Examples: Ablade Glover, Kofi Antobam, Theodosia Okoh,
Francis Boateng.

Ablade Glover is a renowned Ghanaian artist known for his

vibrant and expressive paintings. His works often explore themes
related to everyday life in Ghana and capture the essence of the
country's landscapes, markets, and urban scenes. Here are some
common themes and techniques found in Ablade Glover's art:

1. Everyday Life: Ablade Glover's paintings often depict scenes from daily
life in Ghana. He focuses on capturing the energy and vibrancy of
markets, streets, and communal spaces. His works celebrate the spirit
and resilience of the Ghanaian people.

2. Color and Texture: Glover's paintings are characterized by bold and

vibrant colors. He skillfully uses a wide range of hues to create dynamic
and visually striking compositions. Additionally, he employs various
textural techniques, such as layering and impasto, to add depth and
interest to his artworks.
 3. Movement and Rhythm: Many of Glover's paintings convey a sense of
movement and rhythm. Whether depicting bustling marketplaces or
lively cityscapes, he captures the dynamic nature of these environments
through the use of fluid brushstrokes and expressive lines.

4. Abstraction and Figuration: Glover's art combines elements of

abstraction and figuration. While some of his works portray recognizable
subjects and scenes, others veer towards abstraction, with loosely defined
forms and gestural brushwork. This blending of styles adds intrigue and
allows for multiple interpretations.

5. Expressive Brushwork: A distinctive feature of Glover's paintings is his

expressive and confident brushwork. He employs bold and gestural
strokes to create a sense of energy and spontaneity in his artworks. This
technique contributes to the lively and dynamic nature of his
compositions.

Learners in their groups, research and discuss the themes and

techniques used by other visual artist in Ghana.

Learners relate artworks to tradition, culture and environmental

issues of the community to derive meaning and ideas.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 09-06-2023 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Music)
Sub Strand: Connections In Local And Global
Class: B8 Class Size:
Cultures
Content Standard: Indicator:
B8. 2.3.2. Demonstrate the capacity to correlate and B8. 2.3.2.4. Distinguish different ways Lesson:
generate ideas from indigenous creative musical musical works of Ghanaian art composers 1 of 1
forms and Ghanaian art musicians that reflect a range reflect the history, culture, environment
of different times, cultures and topical issues and topical issues
Performance Indicator:
Core Competencies:
Learners can distinguish different ways musical works of Ghanaian art
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
composers
Key words
Reference: Creative Arts And Design Curriculum Pg. 39

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap of previous lesson using RCA technique.

Draw learner’s attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Revise with learners on the types of music genres in Ghana. Pictures and
LEARNING Videos
Put learners into groups. Let each group select a music genre.
Learners are to perform any song that belongs to the genre they
chose.

Invite an audience to watch the performance for appreciation and

appraisal.

Note and record the strengths and weaknesses of the production

and performance for discussion and modification of future
performances.

Engage learners to describe the music genre identified and

how they reflect the history, culture, environment and topical
issues in their communities and country.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 09-06-2023 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Dance and Drama)
Class: B8 Class Size: Sub Strand: Media And Techniques
Content Standard: Indicator:
B8. 2.2.3.: Demonstrate how to apply the concept B9.2.2.3.9 Organize an appreciation and Lesson:
of design process to produce and display own appraisal of own and others’ dance and 1 of 1
creative and expressive art-forms that reflect a drama artworks that reflect a range of
range of different times and cultures. different times, cultures and topical issues
Performance Indicator:
Core Competencies:
Learners can organize an appreciation and appraisal of own and others’
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
dance and drama artworks
Key words
Reference: Creative Arts And Design Curriculum Pg. 37

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap of previous lesson using RCA technique.

Draw learner’s attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Revise with learners on the types of dances in Ghana. Pictures and
LEARNING Videos
Put learners into groups. Let each group select a dance of a
particular ethnic group.

Learners perform the dance in groups to the whole class.

Invite an audience to watch the performance for appreciation and

appraisal.

Note and record the strengths and weaknesses of the production

and performance for discussion and modification of future
performances.

Engage learners to describe the types of dance identified and

how they reflect the history, culture, environment and topical
issues in their communities and country.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?