Artefact Production · SHS1 Art And Design Studio

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.1 - Use a visual medium to create art and design projects with an emphasis on protective and decorative processes.

By the end of the lesson, learners can:

Distinguish between protective processes and decorative processes in artefact production, giving at least two examples of each from everyday Ghanaian objects.
Identify and sort at least four art and design objects from their immediate environment into protective, decorative, or combined protective and decorative categories.
Generate a pictorial chart that illustrates the differences between protective and decorative processes, using labelled drawings or cut-out images.
Work in mixed-ability, gender-balanced groups to design and begin producing a 2-D or 3-D artefact that applies both a protective and a decorative process to respond to a local societal problem.
Present and justify design choices made in their artefact, explaining how the protective and decorative processes used address the identified problem.

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Curriculum details

Strand: Creative Project (Strand 3)
Sub-strand: Artefact Production (3.1)
Content standard: 1.3.1.CS.1 - 1.3.1.CS.1 Demonstrate understanding and application of creative processes in artefact production with emphasis on protective and decorative processes. 1.3.1.LO.1 Use knowledge of creative processes and skills in artefact production to create artworks with an emphasis on protective and decorative processes.
Indicator: 1.3.1.LI.1 - Use a visual medium to create art and design projects with an emphasis on protective and decorative processes.
Suggested placement: Semester 2, Week 10 (Week 30 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. 52

Exemplars (from the NaCCA curriculum)

Talk for Learning: In smaller groups, discuss the difference between protective and decorative processes in creating products in Art and Design.
Problem-Based Learning/Project-Based Learning: In a group of mixed-ability, generate a pictorial chart of art and design objects to illustrate the differences between protective processes and decorative processes.
Project-Based Learning: In gender-balanced groups, develop ideas and use them to create 2-D and 3-D art or design work in response to a societal problem with an emphasis on protective and decorative processes. Examples: posters, flyers, infographics, picture making, print and patterns, baskets and fabrics, sculptures, ceramic works, metal works, etc.

Assessment (1.3.1.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: the immediate environment; textbooks; web-references,; projector; computer; LCD screens; flip charts; TLMs on design thinking; posters; flyers; buntings; Paintings; drawings and illustrations; supplementary materials