B5 Creative Arts · Term 1 Week 3: Thinking and Exploring Ideas

Lesson notes

Learning Objectives

Indicator: B5.1.1.1.4 - Generate own ideas for designing and creating own visual artworks that reflect the physical and social environments of some African communities

By the end of the lesson, learners can:

observe and record at least three features of the physical and social environment during a supervised environmental walk, using sketches or photographs.
identify and describe at least two visual elements (shape, form, colour, texture, pattern) found in structures, automobiles and product packaging within their community.
discuss how features of the physical environment (buildings, bridges, roads) and social environment (markets, festivals, trading activities) differ across at least two African communities studied through pictures or videos.
generate at least three original ideas for an artwork that reflects the physical or social environment of an African community, and choose one idea to develop further.
produce a labelled thumbnail sketch of their chosen artwork idea, explaining the environmental feature it represents.

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Curriculum details

Strand: Visual Arts (Strand 1)
Sub-strand: Thinking and Exploring Ideas (1.1)
Content standard: B5.1.1.1 - Demonstrate understanding of how to generate own ideas for artistic expressions about the people based on their history and culture, the environment and topical local/national/global issues
Indicator: B5.1.1.1.4 - Generate own ideas for designing and creating own visual artworks that reflect the physical and social environments of some African communities
Suggested placement: Term 1, Week 3 (Week 3 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Creative Arts Curriculum (Basic 4-6), 2019, p. 63
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

Learners are to:
- go out for field observation (out of class learning through environmental walk) to interact with the physical and social environment;
- observe and record by sketching or taking photographs (still/moving) of a) structures (e.g. buildings, bridges) styles, shapes and forms). b) automobiles c) consumer services
- packaging designs, etc.,
- referencing the connection between the sale of slaves and liquor.
- use open educational resources (OERs) such as libraries, internet, audio visuals to study the physical and social environments of other African communities.
- reflect on experiences of the field study and OER studies to analyse and generate concepts for designing and making own artworks that will reflect the physical and social environments of communities in Africa.