SHS3 Art And Design Studio · Semester 1 Week 11: Professional Practice and Ethics

Lesson notes

Learning Objectives

Indicator: 3.1.3.LI.2 - Discuss the essence of censoring artworks to meet societal ethics.

By the end of the lesson, learners can:

Define censorship in art and design in their own words and distinguish it from related concepts such as critique and prohibition.
Explain at least three reasons why artworks may be censored to meet societal ethics, citing specific Ghanaian examples where possible.
Analyse a given artwork and identify which elements might be considered controversial by particular societal groups, justifying their reasoning.
Evaluate the tension between artistic freedom and societal ethics, presenting balanced arguments for both sides of a censorship debate.
Propose ethical criteria that artists can use to self-censor their work before public display, demonstrating responsible professional practice.

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Curriculum details

Strand: Art and Design Theories and Application (Strand 1)
Sub-strand: Professional Practice and Ethics (1.3)
Content standard: 3.1.3.CS.1 - 3.1.3.CS.1 Demonstrate knowledge and understanding of ethical considerations in the use of others' art and design work to create your art and design works 3.1.3.LO.1 Apply ethical considerations to the artist's use of others' art and design work to create art and design works.
Indicator: 3.1.3.LI.2 - Discuss the essence of censoring artworks to meet societal ethics.
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. 99

Exemplars (from the NaCCA curriculum)

Talk for Learning; Group work/ Collaborative Learning: Through question and answers discuss the concept and importance of censorship in art and design
Group Work/ Collaborative Learning; Project-Based Learning: In mixed-ability groups, generate a visual diary of art and design works whose symbolisms and meaning promote national cohesion.
Project-Based Learning; Group work/ Collaborative Learning: - In a gender-sensitive group, design and produce 2-D and 3-D artworks that promote unity, peace, cohesion and nationalism.
Group work/ Collaborative Learning; Experiential Learning: In mixed ability groups that recognise religious, moral, cultural and gender differences investigate why some societal groups may consider some works of art controversial.

Assessment (3.1.3.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.

Teaching and Learning Materials: Section 112 - 119 of the Criminal Offences Act, 1960, Act 29; and other law-related literature; textbooks; studio manuals; equipment maintenance manuals; videos; exhibition catalogues; journals; magazines; web-references,; audio-visual resource; projector; antique artworks; modelling; printmaking; carvings; casting and assemblage tools; dyes; wax,; plasticine; nylon chords; twine; fabrics; wire mesh; organdie,; canvas; zinc plate; aluminium sheet; hand drills; copper sheets and wires; bolts and knots; rivets; eyelets; sand; Plaster of Paris; camera; white cement,; cement fondu; clay; wood; flip charts,; TLMs on materials and methods; posters; flyers; buntings; paintings; drawings and illustrations