SHS1 Art And Design Studio · Semester 1 Week 1: Meanings, Scope and Role of Art and Design Studio

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.1 - Document the components of Art and Design Studio: Sculpture, Painting, Graphic Design, Textiles, Ceramics, Jewellery, Leatherwork, Pliable Arts (Basketry, Fibres and Fabrics, etc.), Contemporary Art

By the end of the lesson, learners can:

Define the term “Art and Design Studio” and distinguish between Fine Arts and Applied Arts using examples from each category.
Identify and name all nine components of the Art and Design Studio listed in the indicator.
Group the components into Fine Arts (arts created mainly for beauty and expression) and Applied Arts (arts created for useful purposes) with accurate justifications.
Document the components by creating a labelled chart, poster, or digital presentation that shows each component with at least one example artwork and its materials.
Discuss and correct at least two common stereotypes about who can practise particular art forms (for example, ideas that weaving or sewing is only for women, or that carving or welding is only for men).

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Curriculum details

Strand: Art and Design Theories and Application (Strand 1)
Sub-strand: Meanings, Scope and Role of Art and Design Studio (1.1)
Content standard: 1.1.1.CS.1 - 1.1.1.CS.1 Demonstrate understanding of the Scope and role of Art and Design Studios in the Ghanaian society 1.1.1.LO.1 Analyse the scope and role of Art and Design Studios in Ghanaian society.
Indicator: 1.1.1.LI.1 - Document the components of Art and Design Studio: Sculpture, Painting, Graphic Design, Textiles, Ceramics, Jewellery, Leatherwork, Pliable Arts (Basketry, Fibres and Fabrics, etc.), Contemporary Art
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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

sub strand name - printed in full capitals on this year's front page and in title case elsewhere; recased to match. Printed form: MEANINGS, SCOPE AND ROLE OF ART AND DESIGN STUDIO
Curriculum reference: NaCCA curriculum document, p. 27

Exemplars (from the NaCCA curriculum)

Experiential Learning; Group/Collaborative Learning: - Mixed-ability groups allow all learners especially girls and the shy to handle some of the real objects, research and document the scopes of Art and Design Studio about Fine Arts and Applied Art - Use the lesson to address misconceptions and stereotypes about the components of Art and Design Studio, (e.g., the misconceptions and stereotypes about what males and females can and cannot do) Talk for Learning: - Through question-and-answer sessions, discuss the various scopes in Art and Design studio practice in convenient groups for class presentations. - Encourage all learners to work according to their ability, e.g., GATE/SEN learners. Problem-Based Learning: Analyse the scope of common methods in Art and Design. Examples: 1. Drawing and Illustration, CAD 2. Painting, Printing, Pattern making 3. Weaving, Modelling, Carving, Metalsmithing, Assemblage and Construction 4. Allow all learners to handle some of the real objects to help in concept understanding

Assessment (1.1.1.AS.1). 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: textbooks; web references; audio-visual resources; projector; LCD Screens; flip charts; TLRs on art and design studio practices; camera; charts; illustrations; magazine; computer; modelling; printmaking; carving; casting and assemblage tools; dyes; wax; plasticine; nylon chords; twine; fabrics; wire mesh; organdie; canvas; zinc plate; aluminium sheet; hand drills; copper wires; bolts and knots; rivets, eyelets, sand; Plaster of Paris; white cement; cement fondu; clay; mahogany; ebony wood; Osese; flip charts; TLRs on visual thinking; posters; flyers; buntings; paintings; sculpture; ceramics and pottery; graphics; textiles; jewellery; basketry; leather; drawings and illustrations