Access Free Lagos State Senior Secondary School Painting and Decoration Scheme of work for SSS1. SS1 Syllabus – Schemeofwork.com
SSS1 Painting and Decoration Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | INTRODUCTION TO PICTORIAL PAINTING | By the end of the lesson, students should be able to: * give basic meaning to the concept of pictorial ppainting * give examples on pictorial painting. | Student as individual make a free hand painting on cardboards with postal colours. They also paint oh cardboards with their eyes close to intensify fluidity, intuition, touch and sensitivity Students in small groups, design a postcardd that expresses their current emotion. They alsoo make arts with their fingerprints. | *Personal development * Problem solving * Communication * Critical thinking. * Student leadership | AUDIO VISUAL RESOURCES Cardboards Postal colours Colour books Hand tools WEB RESOURCES www.palomar.edu/art/pictorial-arts. www.intulivereativity.1pepad.com/expressiveinspirations/100-art-therapy-exercises.html |
| 2 | INTRODUCTION TO PAINTING IN THE BUILDING TRADE | By the end of the lesson, students should be able to: * introduce painting in building trade * give duties of construction and maintenance painters * state working environments for construction and maintenance painters | Students in small groups construct physical materials using cardboards and woods. They also paint materials constructed Students as a class smoothen and prepare woods for painting, they then paint its surface with either cloth, brush sponge, or fingers to create special effects | *Personal development * Problem solving * Communication * Critical thinking. * Student leadership | AUDIO VISUAL RE$OURCES Woods Paints Hand tools Colouring books Cardboards WEB RESOURCES www.collegegrad.com/careers/painters-construction-and-maintenance |
| 3 | COLOUR MIXING AND. MATCHING Colour study | By the end of the lesson, students should be able to: * analyse basic concept definitions to mixing and rnatching colours * explain colour wheel and its dimension describe colour harmony | Students as a class create colour cards. They paint a larg sheet of paper with one odour. They then cut in smaller pieces and distribute it to each student. Students in small groups, play a colour rush game. In teams, each student will mix their own colour while collaboration with their teammates. A leader of the general class then passes out colour card to each team. A timer is set from three to seven minutes. During this time, students try to match the colour on the colour card by mixing their paint colours on the carboard pallet. When the timer goes off, colouring mixing must stop. Students then choose the most accurate colour from the group to paint on the colour mixing sheet. | *Personal development * Problem solving * Communication * Critical thinking. * Student leadership | AUDIO VISUAL RESOURCES Painted colour cards Colour rush colour mixing sheets Paints Paint brushes Cardboard mixing Palette Water cups Paper towels/rags WEB RESOURCES www.web.mst.edu./tidal/web/design/colour-mix.ng/html. |
| 4 | COLOUR MIXING AND MATCH ING Sourcing of colours from Local materials | By the end of the lesson, students should be able to: * explain sourcing o colours * demonstrate examples of making colours from local ‘ materials | Students in class make natural dyes. They follow the instructions on the web page gotten on clicking the web link provided in the learning resource column. | *Personal development * Problem solving * Communication * Critical thinking. . * Student leadership | AUDIO VISUAL RESOURCES Painted materials Salt Water Physical materials as listed in the web link |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| * state reasons for choosing colours from local materials | WEB RESOURCES www sustainablele-fasion.com/post/soucring-local-colour www.wikihow.com/make-natural-dyes | ||||
| 5 | TECHNIQUES IN PAINTING Techniques of pictorial painting | By the end of the lesson, students should be able to: * state the techniques involved in pictorial painting * show differences between medium and tempera in techniques of painting | Students in class make paper resist skeleton painting. They divide themselves into groups and each group is given a body part to construct such as the skull, in arm or a leg. After successfully constucting body parts, the class in general combine them into one body. | *Personal development * Problem solving * Communication * Critical thinking. . * Student leadership | AUDIO VISUAL RESOURCES Paper roll Old newspaper Hand tool Cardboard Water colour materials WEB RESOURCES www.creativityblog.com/art/painting-techniques-artists-31619638 |
| 6 | TECHNIQUES IN PAINTING Techniques of building paintings | By the end of the lesson, students should be able to: * describe techniques of building painting * explain the concept of building painting outline successful painting techniques | Students in small groups, take a walk round the school observing the techniques used for painting buildings. They record their observations in recordng sheets. Students as a class make a paper building. For instructing on how to make it. They visit www.instructables.com/Paper-City/ | *Personal development * Problem solving * Communication * Critical thinking. . * Student leadership | AUDIO VISUAL RESOURCES Recording sheets Card board, Manila paper, Scissors, Pencil, eraser, marker, pen, Glue, Double side tape, blade, ruler WEB RESOURCES www.britannica.com/art/printing/techniques-and-method www.traditionalbuilding.com/product-report/successful-painters-techniques |
| 7 | MID-TERM TEST MID – TERM BREAK | ||||
| 8 | STILL LIFE PAINTING | By the end of the lesson, students should be able to: * give basic understanding on the concept of still life painting * appreciate the history and symbolism of still life painting | Student as individuals make a still life painting/drawing. A chair with a basket placed on lop is placed in front of the class, where all eyes can reach, All students then make drawings or paintings. Students in small groups, make a still life drawing. They drawing techniques paint the classroom on a cardboard | *Personal development * Problem solving * Communication * Critical thinking. . * Student leadership | AUDIO VISUAL RESOURCES Pencil/eraser or make Cardboard Water colour Drawing sheet Basket and chair WEB RESOURCES www.arts-is-fun.com/stilllife-paintings. www.britannica.com/art-life-painting |
| 9 | TYPES OF DECORATING (TRADITIONAL) | •By the end of the lesson, students should be able to: explain the term decorating give brief understanding on the concept of decorating traditionally highlights traditional decorations * state the types of traditional decorating * list properties of traditional decoration | Students as a class take a walk around’ the school premises while observing decorations made traditionally. They write their findings or recording sheets. Students as individuals make simple idea paintings or drawing on decorations made traditionally. | *Personal development * Problem solving * Communication * Critical thinking. . * Student leadership | AUDIO VISUAL RESOURCES Cardboards Pencil/erasers Drawing sheet Water colour Recording sheet WEB RESOURCES www.interiordesign/toknow.com/What-is-the-definition-of- |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| modern-design | |||||
| 10 | TYPES OF DECORATING (MODERN) | By the end of the lesson, students should be able to: explain the basic concept of mode in decoration * highlight modern decoration * state the types of modern decoration * enumerate properties of modem decoration | Students as a class make simple decorations in the class room. They can do the following: Use house plants to make the classroom warmer and more welcoming Post images along walls. Famous art paints or historical photos can be used instead of charts or posters | *Personal development * Problem solving * Communication * Critical thinking. * Student leadership | Marker pen Cardboards Paints scissors WEB RESOURCES www.interior/design/toknow.com/What-the-definition-of-modern-design |
| 11 | WALL DECORATION | By the end of the lesson, students should be able to. Decorate their class room walls with different colours of paint. | Students as a class feature quotes along walls. Quotes should be relevant to the subjects taken in the class. General quotes can also be pasted | *Personal development * Problem solving * Communication * Critical thinking. * Student leadership | AUDIO VISUAL RESOURCES Pencil, Eraser Water colour Marker pen, Cardboards Paints scissors WEB RESOURCES www.interiordesign.joyetoknow.com/what-is the-definition-of-design |
| 12 | DECORATION FOR INTERIORS | By the end of the lesson, students should be able to; i) paste artistic designs in the school ii) arrange their classroom and iii) decorate the doors of their class. | Students as individuals paste very good artistic designs mode by students in the school. They also Establish a theme. Arrange classrooms and also decorate the doors of the class. | *Personal development * Problem solving * Communication * Critical thinking. * Student leadership | AUDIO VISUAL RESOURCES Pencil, Eraser Water colour Marker pen Cardboards Paints Scissors WEB RESOURCES www.thesprace.com/what-is-interior- decorating-3572045 |
| PROJECT AND REVISION | |||||
| 13 | End of term Examination |
Painting and Decoration Scheme of Work SSS1 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | REVISION | By the end of the lesson, students should be able to: * recall the last terms topics through revision, with the aid of the teacher * attempt questions given by the teacher correctly to assess the level of understanding and progress of last terms work | Students as a class revise the previous terms work with the teacher Students as individuals attempt questions given and profer correct answers | *Personal development * Problem solving * Communication * Critical thinking. * Student leadership | |
| 2 | TEXTILE DESIGN COMPOSITIONS (MOTIFS) | By the end of the lesson, students should be able to: * define motifs in textile designs * describe the types of motifs in textile designs identify motifs design compositions | Students as a class share themselves in small groups. Each group makes a motif’ design pattern or a cardboard as directed a leader | *Personal development * Problem solving * Communication * Critical thinking. * Student leadership | AUDIO VISUAL RESOURCES Pencil Eraser Marker pen Colours Cardboards Simple hand tools Drawing board Mathematical set WEB RESOURCES www.en.m.wikipedia/wiki/Mobil-textile |
| 3 | TEXTILE DESIGN COMPOSITIONS /(PATTERNS) | By the end of the lesson, students should be able to: define patterns in textile design , describe the types of patterns in textile designs *• identify patterns design compositions | Students as a class share themselves in pairs. Each makes a pattern design on a cardboard. | *Personal development * Problem solving * Communication * Critical thinking. * Student leadership | AUDIO VISUAL RESOURCES Pencil Eraser Marker pen Colours Cardboards Simple hand tools Drawing board Mathematical WEB RESOURECS www.en.m.org/wiki/Textile.com |
| 4 | TEXTILE DESIGN COMPOSITIONS (PATTERNS) | By the end of the lesson, students should be able lo: differentiate between printed textile design and woven textile design * explain mixed media textile design * explain the basic concept of textile design and its environment | Students in pairs highlights difference between motifs and pattern textile design compositions from samples of practical work done in the previous classes | *Personal development * Problem solving * Communication * Critical thinking. * Student leadership | AUDIO VISUAL RESOURCES Pencil Eraser Marker pen Colours Cardboards Simple hand Drawing boa Mathematic WEB RESOURCES www.en.m.y.org/wiki/Textile.com |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5 | BORDER DESIGNS | By the end of the lesson, students sshould be able to: * explain the concept of border line * make a simple border design | Students in small groups, make a simple multi coloured border design with cardboards. | * Personal development * Problem solving * Communication * Critical thinking * Student leadership | AUDIO VISUAL RESOURCES Pencil Eraser Marker pen Colours Cardboards Simple hand tools Drawing board Mathematical set WEB RESOURCES Caliqwww.smartssheet.com/product-design-any-industry |
| 6 | LETTERING (PEN LETTERING) | By the end of the lesson, students should be able to: describe pen lettering give examples of pen lettering sketch letters | Students as individual make big and bold lettering on cardboards using marker pens and water colour or paint | * Personal development * Problem solving * Communication * Critical thinking * Student leadership | AUDIO VISUAL RESOURCES Water colour Pencil Ink Pen Cardboards Drawing board WEB RESOURCES www.blog.tombowusa.com/2017/050/07/lettering-lesson-plan-national-teachers-day/ |
| 7 | MID TERM TEST | ||||
| 8 | LETTERING (TERMINOLOGIES) | By the end of the lesson, students should be able to * explain the basic meaning of the following terminologies in lettering Caligraphy Font Text Majuscules • Minuscale | Students as a class share themselves in small groups. Each group uses marker pen and water colour to make the name of the school on a cardboard or drawing sheet. Different size should be made as well as different fonts. . | * Personal development * Problem solving * Communication * Critical thinking * Student leadership | AUDIO VISUAL RESOURCES Drawing sheet Cardboard V Water colour paint Pen/eraser Drawing board WEB RESOURCES www.donianstudio,co/hiddenblog/2015/7/7/ term/terminologies-in-and-lettering-part-1 |
| 9 | POSTER DEIGNS | By the end of the lesson, students should be able to: * analyse basic understanding on designing of posters * develop and understand poster design *learn image manipulation and develop understanding of using limited colour palletes | Students as a class take a walk round the school premises. They observe posters placed around the school. They observe its texture, the font used, its size and its importance as well as how good It describes its information to be passed . | * Personal development * Problem solving * Communication * Critical thinking * Student leadership | AUDIO VISUAL RESOURCES Recording sheet Pen/eraser Poster design flash cards Charts/posters WEB RESOURCES www.cteonline.org/lesson-plans/neghml/the-art-of-poster-design |
| 10 | CHARACTERISTICS AND FUNCTIONS OF GOOD POSTER DESIGN | By the end of the lesson, students should be able to: * give characteristics of a goad poster design * list functions of a good poster design | Students a a class observes posters placed around the school premises. They give what the posters depicts and how important it is. They also explain what information it passes across. They also note how accurate and detail the information is being passed | * Personal development * Problem solving * Communication * Critical thinking * Student leadership | AUDIO VISUAL RESOURCES Recording sheet Flash cards on characteristics and functions of a good poster Water colour/pen Pen/eraser |
PAINTING AND DECORATION
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| WEB RESOURCES www.apropster.com/poster.design | |||||
| 11 | SIMPLE POSTER DESIGNS | By the end of the lesson, students should be able to: * make simple poster designs * develop understanding of utilizing images and content creation from different sources | Students as individuals make a simple poster design to pass across the information. DO NOT ENTER, DANGER, ZONE, | * Personal development * Problem solving * Communication * Critical thinking * Student leadership | AUDIO VISUAL RESOURCES Drawing board Drawing sheet Water colour/pen Pen/eraser WEB RESOURCES www.apropster.com.ster-design |
| 12 | REVISION | ||||
| 13 | EXAMINATION |
Painting and Decoration Scheme of Work SSS1 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | REV1S1ON | By the end of the lesson, students should be able to: * recall the last terms topics through revision, with the aid of the teacher * attempt questions given by the teach correctly to assess the level of understanding and progress of last terms work | Students as a class revise the previous terms work with the teacher Students as individuals attempt questions given and profer correct answers | * Personal development * Problem solving * Communication * Critical thinking * Student leadership | |
| 2 | BOOK COVER /JACKET DESIGN Introduction to book brackets designs Qualities of book cover/jacket | By the end of the lesson students should be able to: * explain basic concept of book cover/jacket designs * list or highlight the qualities of a good book cover/jacket | Students in small groups conserves of different book covers presented in the class | * Personal development * Problem solving * Communication * Critical thinking * Student leadership | AUD1O VISUAL RESOURCES Drawing board Drawing sheet Marker pen Water colour/pen Pen/eraser WEB RESOURCES https://en.wikipedia.org/wiki/Book_design |
| 3 | TEXTILE DESIGN COMPOSITION (PATTERNS Parts of book cover/ jacket Functions of book cover /jackets | By the end of the lesson students should be able to: * present the parts of a book cover/ jacket * or highlights the function of a book cover/jackets | Students as a class shard themselves in small groups. Each group gives a detailed presentation on part of a book cover/jacket | * Personal development * Problem solving * Communication * Critical thinking * Student leadership | AUDIO VISUAL RESOURCES Hand tools Recording sheet Drawing board Drawing sheet Water colour/pen Pen/eraser WEB RESOURCES https://bijzbooks.com/the-importance-of-book-cover-design/ |
| 4 | BOOK COVER/JACKET DESIGNS Differences between book cover of book covers and Jackets | By the end of the lesson, students should he able to * differentiate between book cover and book jackets * explain how book covers and book jackets are produced | Students in pairs searches and. watches You-tube videos on differences between book cover and book jackets. Students as a class take a class trip to a book production industry in the vicinity to observe how books are being manufactured | * Personal development * Problem solving * Communication * Critical thinking * Student leadership | AUDIO VISUAL RESOURCES A computer Pen/eraser Marker pen Book covers WEB RESOURCES https://www.thebookdesigner.com/2009/11/book-covers-dust-jackets) |
| 5 | GREETING CARDS (PRINTED GREETING CARDS) | By the end of the lesson, students should be able to: make a simple printed greeting card outline the advantage and disadvantage of | Students in pairs uses the computer at the computer lab to make a simple printed greeting card. Pictures and text are inputted for more accurate and detailed information to be passed | AUDIO VISUAL RSOURCES Pictures Flash cards or charts WEB RSOURCES |
PAINTING AND DECORATION
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| printed greeting cards over hand made greeting cards | https://en.wikipedia.org/wiki/Greeting-card | ||||
| 6 | HAND MADE GREETING CARDS | By the end of the lesson, students should be able to: * Make a simple hand made greeting card Outline the advantages and disadvantages of cards over printed greeting cards | Students in pairs make a simple hand-made greeting card. They make use of cardboards, marker pen or water paints or colours in making a greeting card to a friend or loved one. | * Personal development * Problem solving * Communication * Critical thinking * Student leadership | AUDIO VISUAL RESOURCES Flash cards Posters or charts Marker pen internet |
| 7 | MID TERM BREAK | ||||
| 8 | PROSPECT IN PICTORIAL PAINTING | By the end of the lesson, students should be able to: * List prospects in pictorial, painting * enumerate careers in arts. | Students as a class do a role play where they dress in numerous arts professions. They defend themselves in an open speech on the profession they choose to dress with. | * Personal development * Problem solving * Communication * Critical thinking * Student leadership | AUDIO VISUAL RESOURCES Flash cards on professions in arts Posters or charts WEB RESOURCES https://www/2.palomers.u.art/pictorial-arts/ |
| 9 | HANDLING OF TOOLS AND MACHINES | By the end of the lesson, students should be able to: * identify tools and machines * handle tools and machines properly *state the functions of different types of tools and machines | Students as a class share themselves in small groups. Each group is given tools to handle for a given period of time. After then, they are returned and are awarded marks on how good it was handled Students as individuals watch You-Tube videos on how to handle machines in working environment. | * Personal development * Problem solving * Communication * Critical thinking * Student leadership | AUDIO VISUAL RESOURCES Hand tools Safety tools Chart or poster on tools to handle handle loos and machine WEB RESOURCES https://constructionreview.com/safety-and-security-10-safety-tips-handling-hand-anchor-tools |
| 10 | PRESERVATION OF TOOLS | By the end of the lesson, students should be able to: * preserve different tools according to it preservative method state the advantages of preserving tools | Students in pairs visit an art working area to observe how artisans preserve their working toots and machine | * Personal development * Problem solving * Communication * Critical thinking * Student leadership | AUD1O VISUAL RESOURCES Safety bets Charts or posters on to preserve simplo in an artisan works ti Computer with mien connecton WEB RESOURCES https://www.rd-alliance.org/groups/ravation-tools-technical-and-practices |
| 11 | SAFETY MEASURES | By the end of the lesson, students should be able to: * Explain the concept of safety . carry out safety measures in workshops. . Give advantages of adhering to safety regulations in the workspace | Students as a class do a role play where they practice safety. Students visit an artisan workshop to observe and learn how an artisan observes safety precautions in his/her workshop | * Personal development * Problem solving * Communication * Critical thinking * Student leadership | Hand tools, Safety tools, Charts or posters, safety precautions, Computer with inter connection WEB RESOURCES https://cornerstone.edu.cornerstone-workshop/corners-workshop-safety |
| 12 | Project and Revision | ||||
| 13 | End of the term Examination |
ACHIEVEMENT STANDARDS
• make simple decorations in their classroom
• make simple design posters • make a simple handmade greeting card
