Thinking and Exploring Ideas · B2 Creative Arts

Lesson notes

Learning Objectives

Indicator: B2.1.1.1.1

By the end of the lesson, learners can:

Describe at least two cultural activities (food, festivals, buildings, symbols of authority) of people from other Ghanaian communities based on their own experiences.
Talk about one visual artwork they have seen or heard of that reflects the history and culture of another Ghanaian community.
Ask one or two simple questions to a resource person about the culture of a Ghanaian community different from their own.
Use a simple line sketch to record something they learnt about another community’s culture.
Share their ideas with the class and listen respectfully to the ideas of others.

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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: B2.1.1.1.1 - Explore own experiences to talk about visual artworks that reflect the history and culture of people in other Ghanaian communities
Suggested placement: Term 1, Week 1 (Week 1 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. 32
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

Learners are to:
- watch documentaries on the history and culture of people from other parts of Ghana;
- identify the history and culture of people from other parts of Ghana to identify their cultural activities such as their food, taboos, religion, festivals, buildings, symbols of authority;
- interview and interact with leaders of the community such as ethnic groups and associations (e.g. Ga, Ewe, Akan, Dagaare), heads of institutions and traditional leaders;
- visit historical sites, museums, galleries, etc;
- document and record the visits by taking photographs, making videos, making line sketches and collecting objects of historical importance to develop a 'historical learning corner' in the classroom;
- draw concepts and ideas from the culture of the different groups of people for designing symbolic and functional visual artworks.