The World Around Us · SHS3 Art And Design…

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.2 - Discuss human-centred ethical issues in art as well as artistic responsibilities.

By the end of the lesson, learners can:

Identify at least five human-centred ethical issues in art, including race/ethnicity, gender, disability, economic barriers, and exploitation.
Explain what artistic responsibility means, using examples of how artists have responded to ethical issues in their communities.
Discuss, in small groups, how specific artworks or art practices in Ghana either uphold or violate ethical standards regarding human dignity.
Articulate a personal position on a chosen ethical issue in art, justifying their stance with reasoned arguments.
Contribute respectfully to class debates, demonstrating tolerance for diverse views as required by the National Core Values.

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Curriculum details

Strand: Aesthetics and Criticism (Strand 2)
Sub-strand: The World Around Us (2.1)
Content standard: 3.2.1.CS.1 - 3.2.1.CS.1 Reflect, analyse, and contribute to social inclusion and environmental issues in art. 3.2.1.LO.1 Appreciate and contribute to debates on material responsibility, and emerging advocacy issues in art. 3.2.1.LO.2 Ability to articulate technology as essential to the making of art and design in the 20th - 21st Centuries.
Indicator: 3.2.1.LI.2 - Discuss human-centred ethical issues in art as well as artistic responsibilities.
Suggested placement: Semester 1, Week 17 (Week 17 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. 118

Exemplars (from the NaCCA curriculum)

Initiating Talk for Learning
- Identify and record human centred ethical issues and artistic responsibilities in art and design
- Examples: race/ethnicity, gender, disability, economic and cultural barriers, minority groups, child and human exploitations.
Problem-based Learning; Group work/Collaborative Learning: In convenient groups, investigate human centred ethical causes for art in the community.
Project-based Learning; Group work/Collaborative Learning:
- In convenient groups, categorise and discuss human centred ethical issues for art in the community.
- Ensure that respect and individual views and associations, become ethical underpinnings for the discussions.

Assessment (3.2.1.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
- projector
- computer
- LCD Screens
- flip charts
- TLMs on human geography, environmental issues, gender politics, 21st century ethnicities, aesthetics and criticism