SHS1 Design And Communication Technology · Semester 1 Week 11: Pattern Design

Lesson notes

Learning Objectives

Indicator: 1.1.3.LI.1 - Analyse the sources and use of templates and patterns in the community.

By the end of the lesson, learners can:

Define template and pattern in their own words, giving at least one local example of each.
Identify and record at least five different sources of templates and patterns found in their community.
Categorise at least four templates and patterns found in the community according to their specific uses (functional, decorative, or cultural).
Create a freehand annotated drawing of one template or pattern from their community, labelling its source and explaining its purpose.
Explain in a group discussion at least two reasons why specific templates and patterns in the community were originally created, using examples from Ghana and other parts of the world.

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Curriculum details

Strand: Conceptual Drawing (Strand 1)
Sub-strand: Pattern Design (1.3)
Content standard: 1.1.3.CS.1 - 1.1.3.CS.1 Demonstrate knowledge and skill in the use of tools, materials and freehand drawing techniques to create templates and patterns as the basis for design in the community. 1.1.3.LO.1 Apply the understanding and skills of creating templates and patterns to develop freehand-drawn templates and patterns as solutions in the community.
Indicator: 1.1.3.LI.1 - Analyse the sources and use of templates and patterns in the community.
Suggested placement: Semester 1, Week 11 (Week 11 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. 32

Exemplars (from the NaCCA curriculum)

Managing talk for learning, Experiential learning, collaborative/group learning: Learners in small groups brainstorm, observe and use other relevant sources to identify and record the sources and uses of templates and patterns in their community. Learners can contribute in their respective capacities with vernacular responses and records, photographs and images, especially those who seldom speak or contribute in class.

Managing talk for learning: Learners in small groups engage in class discussions on the definitions, common sources and uses of templates and patterns. Encourage learners to use examples from Ghana and other parts of the world. Learners should be encouraged to share their individual experiences from their homes and local communities.

Problem-based learning: Learners in groups investigate reasons why existing templates and patterns in the community were created. Learners should be encouraged to use freehand annotated drawings to categorise specific templates and patterns with respective reasons.

Assessment (1.1.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.

Teaching and Learning Materials:
- Models
- Charts
- Reference books
- Drawing studio
- Access to internet
- LCD Projector
- Sketches.
- Pencils
- Sketch pads
- Erasers
- Pencil sharpener
- Drawing pens or ink
- Blending stumps
- Charcoal