CCA Scheme of work, Cultural and Creative Arts Scheme for JSS 2. Principles of design, Colour application –Schemeofwork.com
CULTURAL AND CREATIVE ARTS JSS 2 FIRST TERM
| WEEK | TOPIC/CONTENT | ACTIVITIES |
| 1 | Elements of design 1. Meaning of elements of design. ii. The elements of design e.g line, colour, form, space and texture. | Teacher explains the meaning and component of elements of design. Students list and write the four elements of design. Learning resource: charts textbook, notebook, pictures. |
| 2 | Practical work on element of design. i. Application of elements of design using types of lines. | Teachers draw one/two component of elements of design in the board. Students use any two components e.g. Lines to produce a design Teacher resources: card board pencil, colour, picture. |
| 3 | Principles of design i. Meaning of principles of design ii. The principles of design -harmony -balance -dominance -variety – proportion -rhythm. | Teacher explains the meaning and principles of designs. Students act: list and write four principles of design Teaching resources: drawing sheet, pencil, colour, and ruler. |
| 4 | Uses of principles of design and its practical work. -explain the uses of principles of design -application of these principles in still life drawing. | Teacher explains the uses of the principles of design -draw or paint any one /two principles of design on the board. Students list and write two uses of the principles of design -draw an object showing principles of design balance /dominance to create an effect |
| 5 | Craft making – Definition of craft -the material needed for craft making i. paper-paper, gum etc ii. fabric iii. modeling using clay/paper made iv. Palm front. | Teacher explains the meaning of craft making ii. list/mention the materials needed for craft making. Students list and identify four essential materials used for craft work. Teaching resources: Card board, clay particles, colour, knife, seeds, and bark 9th of tress. |
| 6 | Practical on craft making i. Production of woven mat using Paper ii. Production of plate using made. | Teache’s acts: demonstrates how to produce materials woven. ii. Illustrate how to use paper machine to produce a plate /pot. Teaching resources paper gum ,sample of craftwork, spatula, scissors etc. |
| 7 | Colour i. Definition of colour ii. sources of local colours iii. classification of colour -primary – secondary, intermediate, Harmony etc. | Teacher explains the meaning of colours. ii. Classifies the different aspect of colours. Students observed as the teacher explains and identify colour types and uses. Teacher resources paint brush, poster , cardboard sheet etc. |
| 8 | Practical work on colour i. Mixing of colours ii. Produce a colour wheel. | Teacher demonstrates the mixing of colour to get tone, tint, and tertiary colour. ii. Show how to produce colour wheel. Students act: draw a colour wheel and paint. Teacher resources paint, cardboard, pigment etc. |
| 9 | Colour application Meaning of colour application on craft ii. types of craft in which colour can be apply to create beauty | Teacher explains the meaning of colour application. Ii mention the materials craft that needed colour application -basketry -paper machine -pottery etc. |
| 10 | Practical on colour application i. Apply colour on a named craft. ii. colour mixing | Teacher act: mix the colour appropriately a get a desire result. ii. show how to apply colours on a named craft(paper machine) Students craft any e.g paper machine and paint. Teacher resources: cardboard, pencil, colour, palette etc. |
| 11 | Painting i. Definition of painting ii. Types of painting iii. still-life painting iv. nature painting v. landscape painting | Teacher explains the meaning and types of painting Students draw an object and paint. Teacher resources i. Palette, drawing, red, cardboard, brush etc. |
| 12 | Revision | Revision |
| 13 | Examination | Examination |
CCA Scheme of work, Cultural and Creative Arts Scheme for JSS 2 –Schemeofwork.com
CULTURAL AND CREATIVE ARTS JSS 2 SECOND TERM
| WEEK | TOPIC/CONTENT | ACTIVITIES |
| 1 | PRODUCTION OF PATTERN 1.meaning of pattern 2.types of patterns i. Simple repeat ii. diamond repeat iii. Minor repeat | Teacher’s activities define pattern and the types. Students activities: Mention work on 3 types of pattern Learning resources: Drawing book, pencil colours. |
| 2 | Practical work on pattern making 1.producing designs using any of the types of pattern | Teacher’s activities- Illustrates how to use objects e.g yam to create a design. Students create a design using simple repeat with a yam or potato. Produce a pattern using half drop repeat with poster colour leaving resources drawing book, colours, pencil etc. |
| 3 | Bead work 1.define bead work 2.explain the methods needed for bead making ii. Roll paper iii. seeds | Teacher’s activities- Definition/explains bead work. Lists all the materials needed to produce to produce a bead. Students activities- Get a pallet and mix the colour needed apply it on beads. Learning resources: colour roll paper seeds bead etc. |
| 4 | Production of bead work jewellery using -roll paper -seeds -small pieces of wood | Teacher’s activities –assist students in preparing materials for making .makes jewellery with paper and colour. Students activities- List material/tools produce a jewellery using seeds or roll paper Learning resources bottle tops,roll paper elastic thread , scissors etc. |
| 5 | Uses of bead work – ornamental -aesthetic -decoration -functional purposes | Teacher’s explains the uses of bead .brings some bead to class Students activities- List and mention four uses of beads making using of beads making using found objects. Learning resources: jewelleries, scissors thread, seeds, strew etc. |
| 6 | History of mucic1.definition of music 2. origin of music e.g i. Natural sounds , ocean wave rhythm, clapping etc. | Teacher’s activities Defines music , enumerates the origin of music Students- List and explain five origin of music Learning resources Textbook, chalkboard history of music |
| 7 | Early forms of music 1.definition of forms of music e.g baroque, Egyptian Romans and African music 2. mention the early forms of music and where they are found | Teacher’s activities defines and explain the early forms of music Students activities List 3 forms of early music. Draw one African Learning resources Textbook, musicians and instruments |
| 8 | Music practices; listening i. Aural skills reflecting ability to listen 2. some popular music: i. High life ii. fuji iii.juju iv.makoss v.afrobeat vi. gospel vii rock etc | Teacher’s activities provides CDS to listen and appreciate different music Gives examples of each music Students activities-listen and name various instruments used in a particular piece of music. Leaning resources Piano, CDS with different music. |
| 9 | MUSICAL STYLES Examples of musical styles. I African ii. western iii. instruments used in playing music | Teacher’s activities; gives examples styles either in African or western Student activities-describe the components of African and western and western music and their instruments with their similarities and differences. Learning resources: piano, cds and tapes recorder different song and music of the year. |
| 10 | Singing Singing in solfa notation e.g d:r:m:f:s:l:d: 2.running of scale 3. sing the national anthem | Teacher’s activities Composes the solfa of the national runs the scale of ‘c’major. Students activities identify and sing the tonic solfa Exercise their voices in accordance with a set tune. Learning resources Recorders, cds or tapes piano etc. |
| 11 | Revision | Revision |
| 12 | Examination | Examination |
.CCA Scheme of work, Cultural and Creative Arts Scheme for JSS 2
CULTURAL AND CREATIVE ARTS JSS 2 THIRD TERM
| WEEK | TOPIC/CONTENT | ACTIVITIES |
| 1 | Pitch identification 1.define the concept pitch identification 2. Voice training exercises. | Teacher demonstrates how to sing and run the scales. ii. Differentiate btw pitches and voice ranges. Students sing notes and pitches played. Iii exercises their voice in line to set time. Learning resources: CDS, cassette player recorder etc. |
| 2 | Design in the theatre Definition of theatre design. ii. Areas of theatre design. -set -costumes -light – makeups -sounds etc | Teacher’s act; defines the concept theatre design ii. list and explains area of designs in the theatre Students act state the meaning of design in the theatre. ii. list two aspect of theater design. Textbook, notebook, pictorial aspect of a design. |
| 3 | Elements of design theatre. 1.define elements design 2.design elements like set ,customs light etc. | Teacher’s act: explain the concept elements of design. ii.explains the elements of theatre design Student’s act: list three elements of design in theatre. Learning resources: textbook, notebook pictorials aspect of design in theatre. |
| 4 | Rehearsal Definition of rehearsal i. State the activities involved in -reading -movements Acting -expression /communication voice production, promoting cues etc. | Teacher’s act: explain the meaning and purpose of rehearsal. ii. List and explain the activities involved in a rehearsal. Student’s act: define rehearsal ad discuss activities in a rehearsal Learning resources: 1.chalkboard, stage |
| 5 | Stages in rehearsal Definition of stages in rehearsal ii. state the stages in rehearsal. -reading the script | Teacher’s act: explain the meaning stages in rehearsal. ii. Explain the stages in rehearsal. iii. Shows the students through a rehearsal. Learning resources chalkboard, stage props. Textbook. |
| 6 | Dance Definition of dance ii. State the different types of dance. i. Pure dance ii.Dance dance iii. dramatic dance iv. comic dance. | Teacher ;mention ad explain the meaning and types of dance Students act: list for types of dance Learning resources textbook, notebook, pictorial aspect of design. |
| 7 | Aspect of dance 1.differentiate the various aspect of dance | Teacher act: explain the differences b/w the various aspect of dance ii.ask students to create and perform any one of the types Learning rsources: textbook, notebook, pictures. |
| 8 | Dance as a career. What is a career? as it refers to a dance ii. dance as a career – dance as a career -choreographic -dance -educator/consultant | Teacher’s act: explain the concepts dance. ii. explains dance as a good profession and cite some career in dancing student’s act; identify the meaning of career in dancing ii. participate in discussion in dance as a profession Learning resources. Text ,chalkboard ii. Different categories of dancer. |
| 9 | Aspect of dance as a career. Appreciate dance as a profession. -ask students to discuss aspect of dance as a career | Teacher’s act: explain the concept dance as a profession students act; I mention the imagination of dance ii. Mention any 3 kinds of job. learning resources 1. textbook, notebook ii. Chalkboard. |
| 10 | Self control Meaning of self control. -show moderation Be modest Be truthful etc | Teacher’s act: explain the concept self control ii. explain how to exercise self control students act\;write the meaning of self control iii. List and explain way of exercising self control. Learning resources. 1.cahsrtys, textbook, notebook etc |
| 11 | Aspect of self control. State how to practices self control | Teacher act: explains benefit of self control ii. List 3 benefit of self –control. Students act: participate in drama on self control. Learning resources Chart, textbook, notebook |
| 12 | Revision | Revision |
| 13 | Examination | Examination |
