SHS1 Art And Design Foundation · Semester 1 Week 18: The World Around Us

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.2 - Differentiate between sensory perception and cultural awareness.

By the end of the lesson, learners can:

Define sensory perception and cultural awareness in their own words, giving one example of each from their daily life in Ghana.
Differentiate between bodily awareness (primary) and social awareness (secondary) using a comparison table or Venn diagram.
Categorise given statements as either sensory perception or cultural awareness, justifying their choices with reasons.
Analyse how personal sensory experiences (e.g. seeing a kente cloth, smelling banku cooking) are shaped by the cultural meanings attached to them.
Create a simple illustration or poster showing the relationship between what the senses detect and what culture teaches us to perceive.

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: Aesthetics and Criticism (Strand 2)
Sub-strand: The World Around Us (2.1)
Content standard: 1.2.1.CS.1 - 1.2.1.CS.1 Demonstrate understanding of perception, visual literacy as well as the structure of awareness and responses to environment and cultural products. 1.2.1.LO.1 Communicate how sensory perceptions translate into visual literacy in response to the environment and cultural products 1.2.1.LO.2 Articulate and contextualise different world views, modern cultures and objects in relation to the environment as a product of art and design production.
Indicator: 1.2.1.LI.2 - Differentiate between sensory perception and cultural awareness.
Suggested placement: Semester 1, Week 18 (Week 18 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. 40

Exemplars (from the NaCCA curriculum)

Building on What Others Say: In a general class discussion, brainstorm to discuss the meaning of awareness. learners' socio-economic needs respect cultural opinions
Managing Talk for Learning: In a group discussion, differentiate between bodily awareness (primary) and social awareness (secondary) Ensure learner's social and religious beliefs are catered for.
Structuring Talk for Learning: In small groups, analyse social awareness and how they are received. Focusing on sensitivity to the interrelatedness of the various spheres of life, groups, and individuals.

Assessment (1.2.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Materials:
- The environment
- Textbooks
- magazines
- journals
- web references
- videos
- flip charts
- TLMs on human physiology and sensory perception
- Posters
- audio-visual gadgets
- flyers
- buntings
- paintings
- sculpture
- drawings and illustrations