SHS1 Art And Design Foundation · Semester 1 Week 1: Art Across Time

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.1 - Record and analyse the major indigenous Ghanaian Art periods and artworks in terms of materials, methods of fabrication, uses, and socio-cultural relevance.

By the end of the lesson, learners can:

Define the term “indigenous Ghanaian art” and recall at least three major art periods in Ghana’s history, placing them on a timeline from pre-colonial times to the 21st century.
Identify and record at least five indigenous Ghanaian art forms, naming the materials and methods used to create each one.
Describe the uses and socio-cultural relevance of at least three indigenous Ghanaian artworks within their historical contexts.
Work collaboratively in mixed-ability groups to research, record, and present findings on a chosen indigenous Ghanaian art period using charts, illustrations, or digital tools.
Categorise indigenous Ghanaian art forms according to their historical periods and explain how materials and methods reflect the society that produced them.

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Curriculum details

Strand: The Creative Journey (from Caves to 21st Century) (Strand 1)
Sub-strand: Art Across Time (1.1)
Content standard: 1.1.1.CS.1 - 1.1.1.CS.1 Demonstrate understanding of indigenous Ghanaian Art periods and artworks in terms of materials, processes, uses, and socio-cultural relevance from pre-colonial to the 21st century for creative expression in art and design 1.1.1.LO.1 Analyse indigenous Ghanaian artworks in terms of materials and methods, and their socio-cultural contexts for creative expression in art and design. 1.1.1.LO.2 Apply knowledge in the identification and analyses of African art and culture in terms of materials and methods, and their unique socio-cultural contexts for creative expression in Art 1.1.1.LO.3 Analyse indigenous Ghanaian artworks in terms of materials and methods, and their socio-cultural contexts for creative expression in art and design.
Indicator: 1.1.1.LI.1 - Record and analyse the major indigenous Ghanaian Art periods and artworks in terms of materials, methods of fabrication, uses, and socio-cultural relevance.
Suggested placement: Semester 1, Week 1 (Week 1 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: NaCCA curriculum document, p. 28

Exemplars (from the NaCCA curriculum)

Experiential Learning/Collaborative learning: In mixed-ability groups, use the relevant resources to research and record the various indigenous Ghanaian art periods and their timelines:
1. Precolonial (8th Century to 21st Century). Consider individual learning abilities and socio-economic needs of learners.
Managing Talk for Learning:
- In convenient groups, identify and describe the general characteristics of indigenous artworks within the various art periods in Ghana.
- Ensure gender sensitivity and language, learners different learning ability
Problem-Based Learning
- In smaller groups, categorise and examine the socio-cultural relevance of indigenous Ghanaian art forms in relation to timelines, contexts, tools and materials, and uses.
- Ensure individual differences in learning, their ability and socio-economic needs are considered in group formation.

Assessment (1.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning.

Teaching and Learning Materials:
- Textbooks
- web references
- audio-visual resources
- projector
- TLMs on indigenous Ghanaian art
- camera
- charts and illustrations
- paintings