Art Across Time · SHS1 Art And Design Foundation

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.1 - Research and record myths and legends in major indigenous African cultures and their artworks.

By the end of the lesson, learners can:

Define myth, legend, and indigenous art, and distinguish between myths and legends using examples from Ghanaian and other African cultures.
Identify at least five major indigenous African cultures (e.g., Asante, Baule, Dogon, Zulu, Bini) and state one myth or legend associated with each culture’s art.
Research and record, in small groups, the key details of one myth or legend and the specific artwork it inspired, noting the materials and methods used.
Present findings orally and visually, explaining the link between the myth or legend and the form, symbolism, and purpose of the artwork.
Create a pictorial diary page (manual or digital) that documents the myth, the artwork, and the materials used, demonstrating Level 2 and Level 4 depth-of-knowledge thinking.

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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.2 - 1.1.1.CS.2 Demonstrate understanding of the history of African art and culture in terms of materials, processes and institutions from pre-colonial to 21st century. 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.1 - Research and record myths and legends in major indigenous African cultures and their artworks.
Suggested placement: Semester 1, Week 5 (Week 5 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. 30

Exemplars (from the NaCCA curriculum)

Collaborative Learning: In smaller groups, use the available resources to research and document myths and legends in selected indigenous African cultures. Look for examples from Indigenous African cultures such as Baule, Asante, Fulani, Mossi, Bambara, Baganda, Zulu, Bini, Massai etc.
Managing Talk for Learning/Project-Based learning: In gender-sensitive groups, generate a manual/digital pictorial diary of art and design works attributed to myths and legends to determine the links between myths and legends and the creation of art in indigenous African cultures
Problem-Based Learning: In groups, use the information gathered on the link between myths, legends, and materiality to evaluate how they inspired the creation of art in indigenous African cultures

Assessment (1.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Materials:
- Textbooks
- web references
- audio-visual resources
- projector
- TLMs on indigenous African art
- camera
- charts and illustrations
- video clips on subject matters