Art Across Time · SHS2 Art And Design Foundation

Lesson notes

Learning Objectives

Indicator: 2.1.1.LI.2 - Evaluate the contributions of Modern Ghanaian Artists and their artworks to the history of Ghana.

By the end of the lesson, learners can:

Explain the contributions of at least three modern Ghanaian artists (from the 1920s to 1985) to the development of art history in Ghana.
Evaluate how specific artworks by artists such as Kofi Antubam, Ato Delaquis, Ablade Glover, and G. A. Agyekum reflected the socio-cultural life of Ghana during their time.
Assess the role of the Achimota School Art Department in shaping modern Ghanaian art practice.
Justify, with evidence, why modern Ghanaian artists deserve recognition in the written history of Ghana.
Create a pictorial spidergram that links selected artists, their artworks, and their contributions to national identity and heritage.

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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: 2.1.1.CS.1 - 2.1.1.CS.1 Demonstrate knowledge and understanding of modern Ghanaian Artworks from the 1920s to 1985 in terms of materials, processes, and uses as a basis for making artworks that reflect a wide range of times. 2.1.1.LO.1 Identify and analyse modern Ghanaian artworks from the 1920s to 1985 in terms of materials, methods, and uses. 2.1.1.LO.2 Analyse Modern African art and culture from 1900 to the 21st Century in relation to their peculiar socio-cultural contexts and changes that occurred within the period. 2.1.1.LO.3 Employ knowledge to show the relationships between Western Modern Art from 1850 to 1950 and Modern African art in terms of materials, imagery and meaning.
Indicator: 2.1.1.LI.2 - Evaluate the contributions of Modern Ghanaian Artists and their artworks to the history of Ghana.
Suggested placement: Semester 1, Week 2 (Week 2 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. 65

Exemplars (from the NaCCA curriculum)

Problem Based Learning (Brainstorming): In groups of mixed-ability evaluate the contributions of modern Ghanaian art and artist to the development of art history of Ghana using selected popular modern Ghanaian art and design works from various areas. .
Group Work/Collaborative Learning: In smaller groups analyse the different socio-cultural areas where such contributions were made by different Modern Ghanaian artists and designers. .
Experiential Learning/ Structuring Talk for Learning: In gender-sensitive groups, investigate how indigenous Ghanaian art and design was used as the bases for concept development for Modern Ghanaian artists/designers and develop a pictorial spidergram for discussion and peer review.

Assessment (2.1.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Materials:
- Textbook
- exhibition catalogues
- web references,
- audio-visual resources
- projector
- TLMs on modern Ghanaian art and artists
- camera
- charts and illustrations
- paintings
- sculpture
- textiles
- Resource persons.
- realia