The World Around Us · SHS2 Art And Design…

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.2 - Discuss regional material as alternatives to privileged materials and for art.

By the end of the lesson, learners can:

Define privileged materials and regional materials, and give at least three examples of each from Ghanaian art practice
Compare the characteristics, availability and cultural value of at least two pairs of privileged and regional materials (for example, gold versus brass, or oil colour versus clay slip)
Discuss how at least three Ghanaian communities have used regional materials as substitutes for privileged materials, citing specific objects or practices
Justify, with reasons, when a regional material can serve as an appropriate alternative to a privileged material in a given artmaking situation
Produce a scrapbook page that documents and explains how a chosen regional material substitutes for a privileged material in a Ghanaian cultural context

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Curriculum details

Strand: Aesthetics and Criticism (Strand 2)
Sub-strand: The World Around Us (2.1)
Content standard: 2.2.1.CS.2 - 2.2.1.CS.2 Demonstrate knowledge and understanding of the constitution of art and design objects, scale and materials as cultural identities. 2.2.1.LO.1 Analyse social conditions and production modes of cultural objects and representation in Ghana. 2.2.1.LO.2 Analyse cultural memory and the role materials in the environment play in memory formation. 2.2.1.LO.3 Analyse cultural identities in relation to the constitution of art and design objects, scale and materials.
Indicator: 2.2.1.LI.2 - Discuss regional material as alternatives to privileged materials and for art.
Suggested placement: Semester 1, Week 19 (Week 19 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. 82

Exemplars (from the NaCCA curriculum)

Collaborative Learning/Project-Based Learning: In a group discussion, investigate meanings associated with of same/similar materials in different parts of Ghana to produce a scrapbook.
Structuring Talk for Learning: Record and discuss the origins of privileged materials and art mediums in class.
Managing Talk for Learning: Using specific examples, discuss how alternatives from the local environment have been used in place of privileged materials in artmaking in-class presentations.
Examples of privileged materials: Bronze, gold, silver, oil colour, gouache, tempera, wood, ivory, semi-precious stones, etc.
Examples of regional materials: Other materials apart from the privileged materials seen in the environment e.g., brass, aluminium, iron, clay, paper, wax, watercolour, leather, fibres and
fabrics.

Assessment (2.2.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Materials:
- The environment
- Textbooks
- web references
- audio-visual equipment
- projector
- computer
- LCD Screens
- Flip charts
- TLMs on art materials
- Materiality
- materials and methods for aesthetics and criticism