Thinking and Exploring Ideas · B2 Creative Arts

Lesson notes

Learning Objectives

Indicator: B2.1.1.1.3 - Reflect on own experiences to talk about visual artworks that reflect the natural and manmade environments in other communities in Ghana

By the end of the lesson, learners can:

Identify and name at least four examples each of natural environment features and manmade environment features found in Ghanaian communities.
Observe the school surroundings during a short environmental walk and point out at least three design elements (line, shape, colour) visible in what they see.
Sort and describe collected objects (pebbles, shells, bottle tops, twigs, leaves) using at least four descriptive words such as smooth, rough, shiny, dull, big, small, hard, soft.
Talk about how natural and manmade environments in other Ghanaian communities, such as Cape Coast Castle, Lake Volta, or the Kakum forest, appear different from their own surroundings.
Contribute to building a classroom “learning corner” by bringing one object from the natural or manmade environment and explaining where it came from.

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Curriculum details

Strand: Visual Arts (Strand 1)
Sub-strand: Thinking and Exploring Ideas (1.1)
Content standard: B2.1.1.1 - Demonstrate understanding of how to generate own ideas for artistic expressions about the people, based on their history and culture, the environment and the topical local/national/global issues
Indicator: B2.1.1.1.3 - Reflect on own experiences to talk about visual artworks that reflect the natural and manmade environments in other communities in Ghana
Suggested placement: Term 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: Creative Arts Curriculum (Basic 1-3), 2019, p. 34
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

Learners are to:
- identify and talk about the natural and manmade environment (e.g. plants, animals, rivers, buildings, recreational centres, roads, bridges, markets, shopping malls);
- engage in a five minutes' environmental walks to observe elements of design (e.g. lines, shapes, colour) and principles of design (e.g. rhythm, balance, proportion) that can be seen in the natural and manmade environments (e.g. vegetation, animals, birds, buildings, recreational centres, roads, bridges, markets, shopping malls, drains, highlands, beaches)
- collect some samples of objects found in the natural and manmade environments (e.g. bottles, pebbles, packages, bottle tops, stones, shells, twigs, fibre, straw, flowers) to create a 'learning corner' in the classroom and for general discussions and appreciation;
- document and record the things and objects found in the natural and manmade environments by taking photographs and making videos for preservation, storage, referencing
- consider the characteristics of the things observed in the natural environment (e.g. clean, neat, dirty, beautiful, huge, big, small, young, old, smooth, rough, hard, soft, shiny, balanced, colour, tone, mood, tall, short, long, heavy, light, space, shape, form, line) to form ideas for making own artworks.