DYEING AND BLEACHING

(GRADE 10)
SCHEME OF WORK AND LESSON NOTES FOR FIRST TERM
2024/2025 SESSION
TEACHER: OKEZIE SANDRA

SEPTEMBER, 2024
PRINCETON COLLEGE
9/33, OLATUNDE ONIMOLE STREET, SURULERE, LAGOS
SCHEME OF WORK
WEEK TOPIC SUB - TOPIC
1. Colour definition Classes, types and sources
of colour.
2. Colour chart Definition, drawing of
colour chart
3. Colour wheel Definition of colour wheel
Draw and paint the colour
wheel
4. Motif Definition of motif
Sources of motif
5. Meaning of design Definition of design
Features of a good design,
design process.
6. MOTIF/CREATION  Creation of motif
AND PRINTING  How to combine two
(PRACTICAL ) to three motifs
together

7. MOTIF/CREATION How to draw a

AND PRINTING pattern through the
(PRACTICAL ) arrangement of
motifs.
8. pattern 1. Simple repeat pattern
2. Half drop repeat pattern
3. Brick wall repeat
4. Mirror repeat pattern

9 Pattern How To Create A Pattern

10 Uses of motifs uses of motifs.

and patterns
How to form patterns.

How to form a simple motif.

 WEEK 1

COLOUR DEFINITION

Specific Objectives: By the end of the lesson, the students should be able to:

i. define the concept of colour

ii. identify colours and their classifications.

Duration: 40 minutes.
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 7- 11

Learning Materials:

 Power point presentation (slides)

 Visual aids/ illustration (video and picture examples that explains colour, colour
wheel, colour charts etc)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Paints
 Water contaiers
 Paint brushes
 palettes
 Coloured pencils or crayons

Teaching Methods:
Direct instruction :The student pays attention as the teacher gives a practical explanation and
demonstrations of the topic-colour
Visual demonstration: Students watches video clips explaining the colour wheel and how to
achieve it.
Guided Practice: Students creates their own colour wheel and try to apply colour theory in
their artworks with the support of the teacher.
.
 CONTENT

Colour can be defined as a pigment used in beautifying or decorating a work of art. It can
also be defined as a medium used for the creative work of art which shows the effect of light
on objects.

Colour is the application of pigment to a surface, shape or design. Another name for
colour is HUE

Properties Of Colours
Hue: It is the name of colour such as Red, Blue, yellow Value: It is the
lightness or darkness of hue. Colour gradation.
Intensity: It is how bright or dull a colour is represented or seen.

CLASSIFICATION OF COLOUR

1. Primary colours: These are the three basic colours which cannot be gotten by
mixing pigment together; they are Red, Blue and Yellow.

2. Secondary colours: This is the mixture of two primary colours together.

A- Red + Blue = Purple

B- Red + Yellow= Orange

C- Blue + Yellow = Green

So purple, orange and green are called secondary colour

3. Tertiary colours: These are the colours produced when one primary colour is mixed
with one secondary colour e.g Red + Purple= Reddish Purple etc.
4. Complementary colours: These are colours that are directly opposite each other on
the colour wheel. Red and Green, Yellow and Purple, Blue and Orange

5. Triad: This is the use of three colours at equal distance from one and other. E.g.
Red, Blue and Yellow.
6. Neutral colours: These are natural colours which can’t be mixed or derived from
the mixture of two other colours. Black and White.

7. Monochrome: This is the painting of an object or a subject with one colour which
could later be tinted or shaded to create light and depth.
8. Polychrome: This is the use of more than one colours to paint an object or a
subject.

9. Analogous / Harmonious colours: These are colours that can be identified together.
e.g. Red and Purple, Blue and Green etc.
 EVALUATION

Classwork

1. What is colour?

2. List the types of colours

3. State the uses of colours in our environment

Period 2

Specific Objectives: By the end of the lesson, the students should be able to:

i. define the colour wheel

ii. list local sources of colours
iii. create a simple colour wheel.

Duration: 40 minutes.
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 7- 11

Learning Materials:

 Power point presentation (slides)

 Visual aids/ illustration (video and picture examples that explains colour, colour
wheel, colour charts etc)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Paints
 Water contaiers
 Paint brushes
 palettes
 Coloured pencils or crayons

Teaching Methods:
Guided Practice: Students creates their own colour wheel and try to apply colour theory in
their artworks with the support of the teacher.
.

CONTENT

COLOUR WHEEL

Colour wheel is a ring which showcases how colours are formed and their relationship
with other colours. Colour wheel enables us to pick and know the colours that are closely
related and easily blended together.

10. Warm colours: These are colour that have the light and brightness effect or that
generate heat e.g. yellow, pink, red etc.
11. Cool colours: These are colours that have the psychological cooling effects e.g.
blue, brown, green, purple etc.

12. Natural colours: These are white and black.

USES OF COLOURS

1. To beautify our environment

2. For the production of designs in advertisement

3. To identify individual products

4. To give life to a white fabric in form of pattern

5. As a means of depicting love and emotion

6. As a means of depicting mourning

7. As a means of depicting power

8. As a sign of happiness.

SOURCES OF LOCAL COLOURS

1. Plants

2. Roots

3. Leaves

4. Fruits

5. Rocks

6. Soil

ASSIGNMENT

Draw and paint the colour wheel.

 2
WEEK 2
COLOUR CHART PRACTICAL
Specific Objectives: By the end of the lesson, the students should be able to:

i. define the concept of colour chart

ii. list the importance of colour chart to an artist .

Duration: 40 minutes.
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 7- 11

Learning Materials:

 Power point presentation (slides)

 Visual aids/ illustration (video and picture examples that explains colour, colour
wheel, colour charts etc)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Paints
 Water contaiers
 Paint brushes
 palettes
 Coloured pencils or crayons

Teaching Methods:
Direct instruction :The student pays attention as the teacher gives a practical
explanation and demonstrations of the topic-colour
Visual demonstration: Students watches video clips explaining the colour wheel and
how to achieve it.
Guided Practice: Students creates their own colour wheel, the classes of colours and try
to apply colour theory in their artworks with the support of the teacher.
 3

CONTENT

This is a diagram which shows different classes of colours and their uses.
6

4
Series 1
3
Series 2
Series 3
2

0
Category 1 Category 2 Category 3 Category 4

EVALUATION

1. What is colour chart?

2. With the aid of diagram explain colour chart.

ASSIGNMENT

1. CBT (week 2 assignment)

Period 2

Specific Objectives: By the end of the lesson, the students should be able to:

i. define the concept of colour chart

ii. list the importance of colour chart to an artist .

Duration: 40 minutes.
 4
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 7- 11

Learning Materials:

 Power point presentation (slides)

 Visual aids/ illustration (video and picture examples that explains colour, colour
wheel, colour charts etc)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Paints
 Water contaiers
 Paint brushes
 palettes
 Coloured pencils or crayons

Teaching Methods:
Direct instruction :The student pays attention as the teacher gives a practical
explanation and demonstrations of the topic-colour
Visual demonstration: Students watches video clips explaining the colour wheel and
how to achieve it.
Guided Practice: Students creates their own colour wheel, the classes of colours and try
to apply colour theory in their artworks with the support of the teacher.

CONTENT
 5
This is a diagram which shows different classes of colours and their uses.
6

4
Series 1
3
Series 2
Series 3
2

0
Category 1 Category 2 Category 3 Category 4

EVALUATION

a. What is colour chart?

b. With the aid of diagram explain colour chart.

ASSIGNMENT

conventional dyeing and bleaching for senior schools by

odemeroh o. kingsley page 12 nos 1a and 1b, page 13
exercise 2b, nos 1 and 1.
 6
WEEK 3

COLOUR WHEEL
PRACTICAL

Specific Objective: By the end of the lesson, the students should be able to:

i. define the concept of colour wheel

ii. list the importance of colour wheel to an artist

Duration: 40 minutes.
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 7- 11

Learning Materials:
 PowerPoint presentation (slides)
 Visual aids/ illustration (video and picture examples that explain colour, colour
wheel, colour charts etc)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Paints
 Water containers
 Paint brushes
 palettes
 Coloured pencils or crayons

Teaching Methods:
Direct instruction :The student pays attention as the teacher gives a practical
explanation and demonstrations of the topic-colour
Visual demonstration: Students watches video clips explaining the colour wheel and
how to achieve it.
 7
Guided Practice: Students creates their own colour wheel and try to apply colour theory
in their artworks with the support of the teacher.

CONTENT

Colour wheel is a ring which showcases how colours are formed and their
relationship with other colours. Colour wheel enables us to pick and know the
e
colours that are closely related and easily blend
together.

EVALUATION

i. What is colour?
ii. List the types of colours

iii. State the uses of colours in our environment

ASSIGNMENT

1. conventional dyeing and bleaching for senior schools by

odemeroh o. kingsley page 13 nos exercise 2c, nos 1a,
1b and 1c.
 8

Period 2
Specific Objective: By the end of the lesson, the students should be able to:

i. List materials used to draw the colour wheel.

ii. draw the colour wheel.

Duration: 40 minutes.
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 7- 11

Learning Materials:
 PowerPoint presentation (slides)
 Visual aids/ illustration (video and picture examples that explain colour, colour
wheel, colour charts etc)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Paints
 Water containers
 Paint brushes
 palettes
 Coloured pencils or crayons

Teaching Methods:
Direct instruction :The student pays attention as the teacher gives a practical
explanation and demonstrations of the topic-colour
Visual demonstration: Students watches video clips explaining the colour wheel and
how to achieve it.
Guided Practice: Students creates their own colour wheel and try to apply colour theory
in their artworks with the support of the teacher.
 9
CONTENT

Colour wheel is a ring which showcases how colours are formed and their
relationship with other colours. Colour wheel enables us to pick and know the
e
colours that are closely related and easily blend
together.

EVALUATION

i. What is colour?
ii. List the types of colours

iii. State the uses of colours in our environment

ASSIGNMENT

2. conventional dyeing and bleaching for senior schools by

odemeroh o. kingsley page 13 nos exercise 2c, nos 1a,
1b and 1c.
 10

WEEK 4
MOTIF
Specific Objective: By the end of the lesson, the students should be able to:

i. define the concept of motif

ii. create motifs independently

Duration: 40 minutes.
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 39 -42

Learning Materials:
 Power point presentation (slides)
 Visual aids/ illustration (video and picture examples of different forms of motifs)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Rulers/compasses
 Coloured pencils or paints
 Water contaiers
 Paint brushes
 Black markers of fine liners

Teaching Methods:
Visual demonstration: the students views/ explores different motifs displayed before
them as the teacher illustrate the concept of motif, the different sources of motif and
how to create a motif.
Guided Practice: Students create and design their own motifs with the support of the
teacher.
Collaboration and Learning: Students discuss and review each other’s work to enhance
understanding.
 11

CONTENT

A motif is a shape or unit of design used in making patterns. A motif is repeated in a

certain style to form a particular design. Also, a motif can be abstract or realistic.

ASSIGNMENT.
1. CBT (week 4 assignment).
2. conventional dyeing and bleaching for senior schools by Odemeroh O.
Kingsley page 47 nos 1a and 1b.

Period 2

Sources of Motif
 12
Specific Objective: By the end of the lesson, the students should be able to:

i. list the materials used to create motifs.

ii. create motifs independently

Duration: 40 minutes.
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 39 -42

Learning Materials:
 Power point presentation (slides)
 Visual aids/ illustration (video and picture examples of different forms of motifs)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Rulers/compasses
 Coloured pencils or paints
 Water contaiers
 Paint brushes
 Black markers of fine liners

Teaching Methods:
Visual demonstration: the students views/ explores different motifs displayed before
them as the teacher illustrate the concept of motif, the different sources of motif and
how to create a motif.
Guided Practice: Students create and design their own motifs with the support of the
teacher.
Collaboration and Learning: Students discuss and review each other’s work to enhance
understanding.

CONTENT
 13

Sources of Motif

1. Natural sources like flower, leaves and birds;

2. Man-made sources like shoes, pencils or spoon;

3. Geometric sources like triangles, squares, circles etc. ;
 4. Abstract sources.

EVALUATION

Create a motif using any of the sources of motif you just learnt.
 WEEK 5
MEANING OF DESIGN

Specific Objective: By the end of the lesson, the students should be able to:

i. define the concept of design.

ii. formulate designs independently.
iii. create a simple design on fabric.

Duration: 40 minutes.
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 21 -28

Learning Materials:
 Power point presentation (slides)
 Visual aids/ illustration (video and picture examples of different forms of designs)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Rulers/compasses
 Coloured pencils or paints
 Water contaiers
 Paint brushes
 Black markers of fine liners

Teaching Methods:
Visual demonstration: The students views/ explores different designs displayed before
them as the teacher illustrate the concept of design, the design process and the features of
a good design.
Guided Practice: Students create their own designs with the support of the teacher.
Collaboration and Learning: Students discuss and review each other’s work with the
guidance of the teacher.
 CONTENT
This refers to a conscious effort to create something that is both functional and
aesthetically pleasing. It can also be said to be an art of organizing elements of art to
communicate an idea.

DESIGN PROCESS

1. Concept: This is an idea. It is the starting point of any design and the prime mover.
Every part of the design most conform to the concept. A concept is the most important
part of the design process. Concept designs are only as good as the ideas that originated
them.

2. Form: The form is the structure of the concept. It is based on a careful planning and
production. The end result of the form is the actual product
3. Content: The content is what the form is made of. The design process is successful
when the content and the form meet the standards of the concept. The content is
checked throughout the design process, to make sure that each step taken validates the

concept.
 EVALUATION

i. Define Pattern

ii. State the three processes of design

iii. What are the features of a good Design?

ASSIGNMENT

1. conventional dyeing and bleaching for senior schools by odemeroh o.

kingsley page 47 exercise 5a nos 2a and 2b. and page 48,, exercise 5b 1 I -
1v.

Period 2

Specific Objective: By the end of the lesson, the students should be able to:

i. list materials used to create a simple design.

ii. create a simple design on fabric.

Duration: 40 minutes.
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 21 -28

Learning Materials:
 Power point presentation (slides)
 Visual aids/ illustration (video and picture examples of different forms of designs)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Rulers/compasses
 Coloured pencils or paints
 Water contaiers
 Paint brushes
  Black markers of fine liners

Teaching Methods:
Visual demonstration: The students views/ explores different designs displayed before
them as the teacher illustrate the concept of design, the design process and the features of
a good design.
Guided Practice: Students create their own designs with the support of the teacher.
Collaboration and Learning: Students discuss and review each other’s work with the
guidance of the teacher.

CONTENT
Features of a good design

1. Unity: All the parts of a composition must work together to make a united whole.

2. Variety: This is what develops interest in a composition and could be achieved by the
use of elements of design.

ASSIGNMENT

1. Create a design with the use of two geometrical shapes. Design a motif of
12 by 12 cm on a white cardboard for pattern creation, using any three
colours of your choice.

WEEK 6

MOTIF/CREATION AND PRINTING

 (PRACTICAL )

Specific objectives: By the end of the lesson students should be able to:

i. create any motif of his or her choice from any source of motif
ii. combine two to three motifs
iii. manage given space properly.

Duration: 40 minutes.
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 39-42.

Learning Materials:
 Power point presentation (slides)
 Visual aids/ illustration (video and picture examples of different forms of motifs)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Rulers/compasses
 Coloured pencils or paints
 Water contaiers
 Paint brushes
 Black markers of fine liners

Teaching Methods:
Direct instruction: The student listens attentively as the teacher gives a practical
explanation and demonstrations of how to create and print motif on fabric.
Independent Practice: Students creatively apply what they have learned to create and print
motifs on one yard of fabric given to each of them.
Peer Review and discussion: Students moves around to discuss their work with
classmates while the teacher points out corrections where necessary.
EVALUATION
 In your drawing book, create a pattern through the combination or arrangement of
motifs suitable for a wedding ceremony.
ASSIGNMENT.

CBT (week 6 assignment)

Period 2
i. make a pattern through the combination or arrangement of motifs
ii. choose the right colour combination (not more than three colours)

Duration: 40 minutes.
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 39-42.

Learning Materials:
 Power point presentation (slides)
 Visual aids/ illustration (video and picture examples of different forms of motifs)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Rulers/compasses
 Coloured pencils or paints
 Water contaiers
 Paint brushes
 Black markers of fine liners

Teaching Methods:
Direct instruction: The student listens attentively as the teacher gives a practical
explanation and demonstrations of how to create and print motif on fabric.
Independent Practice: Students creatively apply what they have learned to create and print
motifs on one yard of fabric given to each of them.
Peer Review and discussion: Students moves around to discuss their work with
classmates while the teacher points out corrections where necessary.

On one yard of cotton fabric, create a patterned fabric from the design made in your
drawing book.
 WEEK 7

MOTIF/CREATION AND PRINTING

(PRACTICAL )

Specific Objectives: By the end of the lesson student should be able to:

i. make a pattern through the combination or arrangement of motifs

ii choose the right colour combination (not more than three colours)

Duration: 40 minutes.
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 39 – 42

Learning Materials:
 Power point presentation (slides)
 Visual aids/ illustration (video and picture examples of different forms of motifs)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Rulers/compasses
 Coloured pencils or paints
 Water contaiers
 Paint brushes
 Black markers of fine liners

Teaching Methods:
Direct instruction: The students listen attentively as the teacher gives a practical
explanation and demonstrations of how to create and print motif on fabric.
Independent Practice: The students creatively apply what they have learned to create and
print motifs on one yard of fabric given to each of them.
Peer Review and discussion: The students move around to discuss their work with
classmates while the teacher points out corrections where necessary
 Period 2
Specific Objectives: By the end of the lesson student should be able to:

i. make a pattern through the combination or arrangement of motifs

ii choose the right colour combination (not more than three colours)

Duration: 40 minutes.
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 39 – 42

Learning Materials:
 Visual aids/ illustration (video and picture examples of different forms of motifs)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Rulers/compasses
 Coloured pencils or paints
 Water contaiers
 Paint brushes
 Black markers of fine liners

Teaching Methods:
Independent Practice: The students creatively apply what they have learned to create and
print motifs on one yard of fabric given to each of them.
Peer Review and discussion: The students move around to discuss their work with
classmates while the teacher points out corrections where necessary.

ASSIGNMENT
On one yard of cotton fabric, create a patterned fabric from the design made in
your drawing book.
 WEEK 8

PATTERN

Specific Objectives: By the end of the lesson, the students should be able to:

i. define the concept of pattern

ii. discuss the pattern formation

Duration: 40 minutes.
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 39 - 43

Learning Materials:
 Power point presentation (slides)
 Visual aids/ illustration (video and picture examples of different forms of pattern)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Rulers/compasses
 Coloured pencils or paints
 Water contaiers
 Paint brushes
 Black markers of fine liners

Teaching Methods:
Visual demonstration: The students views/ explores different patterns displayed before
them as the teacher illustrate the concept of pattern, how to create a patterned fabric and
its relationship to the previous topics; motif and design.
Guided Practice: Students create their own patterns with the support of the teacher.
Collaboration and Learning: Students discuss and review each other’s work with the
guidance of the teacher.
 CONTENT
Pattern is the arrangement of motifs in form that is naturally pleasing or refers to an
aesthetic arrangement of motif in a pleasing or suitable form.

Repeat pattern

A repeat pattern is a regular and rhythmic arrangement of pattern to form a design.

Examples of repeat pattern are:

1. Simple repeat pattern

2. Half drop repeat pattern

3. Brick wall repeat pattern

4. Mirror repeat pattern

5. Full drop pattern

6. Counter change repeat pattern

7. Diamond repeat pattern

8. Three-quarter drop repeat pattern

 Floral pattern

Full drop

Simple repeat pattern

EVALUATION

In your drawing book, create a simple repeat pattern that can be used by a fabric
manufacturing company.
 Period 2
Specific Objectives: By the end of the lesson, the students should be able to:

i. discuss the pattern formation

ii. form a beautiful pattern on paper/fabric

Duration: 40 minutes.
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 39 - 43

Learning Materials:
 Power point presentation (slides)
 Visual aids/ illustration (video and picture examples of different forms of pattern)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Rulers/compasses
 Coloured pencils or paints
 Water contaiers
 Paint brushes
 Black markers of fine liners

Teaching Methods:
Guided Practice: Students create their own patterns with the support of the teacher.
Collaboration and Learning: Students discuss and review each other’s work with the
guidance of the teacher.

CONTENT
 Half drop

ASSIGNMENT

1. CBT (week 8 assignment)

 WEEK 9

HOW TO CREATE A PATTERN

Specific Objectives: At the end of the lesson, the students should be able to:

i. create a pattern

ii. list tools and materials for pattern creation.

Duration: 40 minutes.
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 39 -43

Learning Materials:
 Power point presentation (slides)
 Visual aids/ illustration (video and picture examples of different forms of pattern)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Rulers/compasses
 Coloured pencils or paints
 Water contaiers
 Paint brushes
 Black markers of fine liners

Teaching Methods:
Visual demonstration: The students views/ explores different patterns displayed before
them as the teacher illustrate the concept of pattern, how to create a patterned fabric and
its relationship to the previous topics; motif and design.
Guided Practice: Students create their own patterns with the support of the teacher.
Collaboration and Learning: Students discuss and review each other’s work with the
guidance of the teacher.
 CONTENT

1. Sketch a motif on a piece of paper.

2. Draw a box using the dimension you would like your motif to have

3. Draw a sketched motif into the box, which will act as a guide for your motif.

4. Cut out the motif drawn in the box.

5. Use the measurement of the box drawn earlier to draw several boxes on the space
available

6. Use the motif you cut out to trace the shape of your motif into the boxes drawn

7. Trace out the shapes with a pen or sable brush.

8. Colour the motif with colours that will contrast the background colour

EVALUATION

i. What is pattern?

ii. List five repeat patterns.

iii. Mention five types of repeat patterns.

iv. What is a motif?

Period 2
Specific Objectives: At the end of the lesson, the students should be able to:

i. list tools and materials for pattern creation.

ii. create a pattern
Duration: 40 minutes.
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 39 -43

Learning Materials:
 Power point presentation (slides)
 Visual aids/ illustration (video and picture examples of different forms of pattern)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Rulers/compasses
 Coloured pencils or paints
 Water contaiers
 Paint brushes
 Black markers of fine liners

Teaching Methods:
Guided Practice: Students create their own patterns with the support of the teacher.
Collaboration and Learning: Students discuss and review each other’s work with the
guidance of the teacher.

CONTENT

9. Sketch a motif on a piece of paper.

10. Draw a box using the dimension you would like your motif to have

11. Draw a sketched motif into the box, which will act as a guide for your motif.

12. Cut out the motif drawn in the box.

13. Use the measurement of the box drawn earlier to draw several boxes on the space
available

14. Use the motif you cut out to trace the shape of your motif into the boxes drawn
15. Trace out the shapes with a pen or sable brush.

16. Colour the motif with colours that will contrast the background colour

ASSIGNMENT

Create a pattern using one page of your drawing book.

 WEEK 10

USES OF MOTIFS AND PATTERN

Specific Objectives: By the end of the lesson, the students should be able to:

i. explain the uses of motifs.

ii. discuss how patterns are formed.

Duration: 40 minutes.
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 39 -43

Learning Materials:
 Power point presentation (slides)
 Visual aids/ illustration (video and picture examples of different forms of motifs
and patterns)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Rulers/compasses
 Coloured pencils or paints
 Water contaiers
 Paint brushes
 Black markers of fine liners

Teaching Methods:
Visual demonstration: The students views/ explores different patterns displayed before
them as the teacher illustrate the concept of pattern, how to create a patterned fabric and
its relationship to the previous topics; motif and design.
Guided Practice: Students create their own patterns with the support of the teacher.
Collaboration and Learning: Students discuss and review each other’s work with the
guidance of the teacher.
 CONTENT

Motifs and patterns are used for decorative purposes; they are used to design and beautify
cards, wrapping paper, books, clothes, other objects and items. The objects and items that
have motifs and patterns are more appealing and interesting.

EVALUATION

i. What is pattern?
ii. List five repeat patterns.

iii. Mention five types of repeat patterns.

iv. What is a motif?

ASSIGNMENT

CBT (week 10 assignment)

Period 2.
Specific Objectives: By the end of the lesson, the students should be able to:

i. List the materials used to form a simple motif.

ii. form a simple motif.

Duration: 40 minutes.
Reference Textbook: CONVENTIONAL DYEING AND BLEACHING FOR SENIOR
SCHOOLS by Odemeroh O. Kingsley pages 39 -43

Learning Materials:
 Power point presentation (slides)
 Visual aids/ illustration (video and picture examples of different forms of motifs
and patterns)
 Drawing paper
 Drawing board
 Pencils
 Erasers
 Rulers/compasses
 Coloured pencils or paints
 Water contaiers
 Paint brushes
 Black markers of fine liners

Teaching Methods:
Guided Practice: Students create their own patterns with the support of the teacher.
Collaboration and Learning: Students discuss and review each other’s work with the
guidance of the teacher.

ASSIGNMENT

1. CONVENTIONAL DYEING AND BLEACHING FOR SENIOR SCHOOLS by

Odemeroh O. Kingsley pages 49 nos, 2a and 2b.