Portfolio Building · SHS3 Art And Design Studio

Lesson notes

Learning Objectives

Indicator: 3.3.2.LI.3 - Using group discussion, identify some contemporary Ghanaian artists who depend largely on portfolio building in their artistic practice.

By the end of the lesson, learners can:

Name at least five contemporary Ghanaian artists who use digital portfolios in their professional practice, stating the medium or field each artist works in.
Explain, in their own words, how at least two of these artists use their portfolios to secure commissions, exhibitions, residencies, or gallery representation.
Compare and contrast the portfolio practices of two Ghanaian artists from different fields (for example, a painter and a photographer).
Justify why portfolio building is essential for career advancement in the Ghanaian art industry, using specific examples from group discussion.
Reflect on how the portfolio strategies of these artists can inform the organisation of their own digital portfolios, which they will produce in a later lesson.

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Curriculum details

Strand: Creative Project (Strand 3)
Sub-strand: Portfolio Building (3.2)
Content standard: 3.3.2.CS.1 - 3.3.2.CS.1 Demonstrate knowledge, understanding and application of current trends in portfolio building in the art world. 3.3.2.LO.1 Brainstorm and organise a digital portfolio.
Indicator: 3.3.2.LI.3 - Using group discussion, identify some contemporary Ghanaian artists who depend largely on portfolio building in their artistic practice.
Suggested placement: Semester 2, Week 17 (Week 37 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. 120

Exemplars (from the NaCCA curriculum)

Collaborative Learning: Through group discussions, identify some contemporary Ghanaian artists who depend largely on portfolio building in their artistic practice.
Project-Based Learning; Collaborative Learning: Through group work, produce a digital portfolio that addresses one of the goals of SDG.

Assessment (3.3.2.AS.3). 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: textbooks; studio manuals; equipment maintenance manuals; videos; exhibition catalogues; journals; magazines; web references; audio-visual resources; projector; antique artworks; camera; 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; wood; flip charts; TLMs on art-making and materials and methods; posters; flyers; buntings; paintings; drawings and illustrations