SHS1 Art And Design Foundation · Semester 1 Week 2: Art Across Time

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.2 - Describe the contributions of the major indigenous Ghanaian Art periods and artworks to the Art History of Ghana.

By the end of the lesson, learners can:

List at least five major indigenous Ghanaian art periods and identify the ethnic groups associated with each period.
Describe the distinctive materials, processes, and forms of at least four indigenous Ghanaian artworks (e.g., kente, adinkra, woodcarving, pottery) and explain how each contributed to the Art History of Ghana.
Explain how the uses and socio-cultural roles of indigenous artworks influenced later developments in Ghanaian art and design.
Compare an indigenous Ghanaian artwork with a modern Ghanaian artwork, identifying continuities and changes in materials and methods.
Present a short oral or written report, in a mixed group, on the contribution of one indigenous Ghanaian art form to the nation’s art heritage, using respectful and inclusive language.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

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.2 - Describe the contributions of the major indigenous Ghanaian Art periods and artworks to the Art History of Ghana.
Suggested placement: Semester 1, Week 2 (Week 2 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)

Managing Talk for Learning: In mixed groups, examine and generate oral and/or written reports on indigenous Ghanaian art and design works from various ethnic groups in Ghana: Examples: Ga-dangbe, Fanti, Ewe, Asante, Gonja, Dagomba, Builsa, Bono, Larteh, Akyem etc. learners' religious beliefs, gender sensitivity, language and different learning abilities are respected.
Experiential Learning: For equity and access, take a trip to indigenous craft villages/ watch videos or photographs of indigenous art and design works and relate them to some of the Ghanaian art and design works made in modern times.
Examples: Ntonso, Aburi, Ahwiaa, Sirigu, Agotime, Tefle, Bonwire, The Regional Center for National Cultures, etc. Consider individual learning abilities and socio-economic needs of learners.
Problem Based-Learning: Initiate a discussion to deduce how the major indigenous Ghanaian Art period helped to develop art and design making in Ghana. For tolerance, use examples of art and design works from your cultural backgrounds or communities.

Assessment (1.1.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: 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