Access Free Unified SSS1 Visual Arts Scheme of Work. SS1 Visual Arts for Senior Secondary School Lagos State – Schemeofwork.com
SSS1 Visual Arts Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Definition, branches, and importance of arts | By the end of the lesson, students should be able to: 1. state the meaning of art 2. explain branches, of art 3. describe, the importance of art in the society 4. Itemise areas of effect of art in our socONICiety. | Students as a class 1. Identify are works displayed. 2. Describe various art works they have seen before. 3. Students in small groups discuss meaning and effect of art 4. Categorise art works into various branches. 5. Watch video clips of different art works | 1. Critical thinking 2. Communication and Collaboration 3. Leadership and Personal development | Products of art 2. Examples of artwork in the environment. 3. Pictures of artworks 4. A chart containing diagram branches of art. Local Instructional Materials Websites 1. https//www.classcential.com/course/art.675 2.https://www.thoughtco.com 3.https://www..nobi.nih.gov.pm 4. https://en.m.wikipedia.org.videolink 5.https://YouTube/TGov.3kbcom 6. https://youTuber/pqr4v36 N5c Video Link https://youTube/WU632vyBdm |
| 2 | Lines: Meaning, types, qualities, and functions of lines | : By the end of the lesson, students should be able to: 1. identify various types of lines 2. mention qualities of lines 3. explain the functions of lines Create a pattern with lines on two dimensional surfaces. | Students as a class 1. Describe different types of lines on nature 2. explain the characteristics of lines 3. demonstrates functions of lines Students as individuals: 1. Create different types of lines 2. Use lines to create different lines: | 1. Critical Thinking 2. Creativity and Imagination 3. Communication and collaboration. 4. Digital Literacy | 1. Examples of lines in nature e.g. eaves, trees etc. 2.’ Examples of lines in construction works e.g. lines, road, road side electric poles A chart showing different type of lines and qualities of lines Local Instructional Materials Websites 1.https://visualartspdf.blogspot.com /2012/01/elements-of-art Video Link https://youtu.beefnubhNyDxRog |
| 3 | Definition types, materials principles of drawing. | By the end of the lesson, students should be Pole to: i. view and observe objects critically ii. list types of drawing iii. explain the principles of drawing and how to apply them. iv. use format that conforms with shapes of objects to create new shapes. v. list type of shading techniques make a good compositional drawing of objects with appropriate shading (practical). | Students as a class 1. Describe how to draw objects On individual basis 1. Draw various objects and apply different shading techniques. | 1 Creativity and imagination 2. Personal development 3. Communication and collaboration | 1. Cardboard 2. Pencil (different grades) 3. Drawing Board 4. Masking tape/Thumb nail pin. 5. Natural objects/SN life and man-made objects. Local Instructional Material Websites 1.https://books.google.com.ng 2.https://design.tutsplus. com 3.https://www.universal.class.com Video link 4.https://youTube/ewMk5Ahgcl Video Link, https://Youtube.com/inuv/Wriuit |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Furniture: Meaning, types materials and tools used for furniture. | By the end of the lesson, students should be able to: 1. identify furniture products 2. list types of furniture 3. identify materials and tools being used for furniture and how to use them. Create and make different of home and office furniture | Students as a class 1. Describe furniture items 2. List furniture types 3. Identify furniture materials and tools. On individual basis: l:Students use the tools to create furniture items like chairs, stools etc. | 1. Critical thinking and problem solving 2. Creativity and imagination. 3. Leadership and personal development 4. Communication and collaboration. | 1. Pictures of different furniture 2. Furniture in the environment 3. Different species of wood used for furniture Materials and Tools used for furniture e.g. Wood, hardboard (paper container pack), rope foam gum, hammer, nails, sewing machine, fabric leather, eraser, drawing sheet, scissors, pencil tape measure etc https://Youtu.be/lilr0Av-F6bku |
| 5-6 | Historical Foundation of Nigerian Arts (200 BC 1900 AD) • Identification of Names of Nigerian ancient arts e.g. Nok lgbo-ukwu, Ife, Benin, Esie stones, Tsoede art etc: Identificetion of the media styles, location, sacred and secular functions, these Nigerian ancient art, Identification of names of Nigerian ancient arts e.g. Nok, Igbo-ukau, Ite Benin, Sale soap dtones, Tsoede art etc. Identiflcation of the media stylds, locations, sacred and secular functions torms, and contents and characteristics of these Nigerian | By the end of the lesson students should be able to: 1. State the origin of Nigerian ads with dates. 2. List the various locations of Nigerian arts. 3. Identify and study the techniques and skills of makin6 the art works 4. Using various medium to execute Nigerian arts that feature the characteristics and forms. (practical). | Students as a Class 1. Describes the features of arts they know 2. 4ention the location of the arts they know 3. List Nigerian art and oca ions in Nigeria Students in small groups: 1. Identify and study Nigerian art traditions 2. Use various media e.g wood, stones, clay to create various Nigerian arts that feature the characteristics and forms | 1. Critical thinking and problem solving 2. Creativity and imagination. 3. Leadership and personal development 4. Communication and collaboration | 1. Pictures of these ancient Nigerian as 2. Realia of the art works 3. Sketches Poster/chart of the ancient art works. Video Link https://youtu.be/PKryxPZDPrg |
| 7 | MID TERM BREAK | ||||
| 8 | Art terminologies used in two (2) dimensinal and three (3) dirnensional arts: (two (2) dimensional) Vanishing point, foreshortening, Aerial view; picture plane, dimensional art (three (3) dimensional art): Terra-cotta, sculpture-in-round, Green-ware, leatherivare, Marquetteetc. | By the end of the lesson, students should be able to: 1. State the art terminologies. 2. Identify two (2) and three (3) dimensional Arts. Apply these terminologies when expressing issues on art. | Students as class 1. Describes the art terminologies. 2. Demonstrates the art terminologies Students as individual 1. Identify two andthree dimensional arts. 2. pply verbally Or make a statement oF art issues that encompass the various terminologies | 1. Critical thinking 2. Creativity and Imagination 3. Leadership personal development 4. Communication and Collaboration. | Reata of two and three dimensional arts 2. Sketches of two and three dimensional arts 3. Examples of such objects i.e. two and three dimensional objects in the environment. Video Link https://youtu.be/3b64xppZhmw |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9. | Art History-(pre-Historical Art) i.e cave art, Paleolithic art, Mesolithic art, Neolithical art, bronze age and Iron age: Identification of -the materials, characteristics and functions of these arts ages. | By the end of the lesson, students should be able to: 1. Identify and bring back into memory the pre-historic arts. 2. Explain pre-historic arts based on dates, origin, location, materials, and tools used. 3. Create arts works that are similar to prehistoric arts. Deduce skills applied in these arts and build upon them to create their own. | Students as a class: 1. Recall and bring back memory the prehtoric arts experiences. 2. Explain pre-historic arts based on dates, locations and media used. Students in smaTi groUps 1. Use local art materials to create art works that are similar to pre historic arts. | 1. Critical thinking 2. Creativity and Imagination 3. Leadership personal development 4. Communication and Collaboration. | 1.. Related objects and items in the environment. 2. Pictures of the objects these ages 3.Sketches anceint the ages 4. Pictures from textbook of an other printed materials etc Video Link https://Youtube/fzisJRWwZC |
| Nigeria tradttional arts and culture e.g Ekoi monolith, ekpowoodmasks carving-Ekpo mask | By the end of te lesson students should be able to: 1. State, the origin of Nigeran arts with dates. 2. List their locations, styles and media familiarize themselves with. Study the skills, forms and characteristics in order to apply them into their own modern creations. | Students as a class. 1. describe the features of Nigeria traditioral arts they know. 2. Mention the locations of Nigeria traditional arts they know. 3. List Nigeria traditional arts and their locations in Ngeria Students in small groups 1. Identify and study the features of traditional Nigeria arts. 2. Use various media i.e. clay, wood,stones to create various Nigeria traditional arts. | 1. Critical thinking and problem solving 2. Creativity and Imagination 3. Leadership personal development 4. Communication and Collaboration. | 1. Pictres.of these anbient Nigerian arts 2. Regalia of the artworks 3. Sketches 4. Posters/chart of the anciet artworks etc Video Link https://youtu.be/aaadPNrZibr |
| 10 | Elements and principles of art/design shape, colour, texture and Space | By the end of the lesson, students should be able to: 1.Identify components of element and principles of arts/design. 2. Apply the components of arts/design 3. Analyse the functions and effects of elements and principles of art/design. Create a pattern or design with elements of art with a guiding principle of art/design (practical). | Students as a class: 1. Study to identify components of elements and principles of arts/design. 2. Create deigns applying the components of arts /design 3. Analyse the functions and effect of elements and principles of arts /design | 1. Critical thinking and problem solving 2. Creativity and Imagination 3. Leadership personal development 4. Communication and Collaboration | 1. Cardboard 2. Pencil 3. Poster colour 4. Brushes 5. Statues in open place 6. Pictures of artwork in our environment 7. Pen and ink. Video Link https://youtu.be/COUEOXI |
| 11 | Still life drawing/ Nature drawing | By the end the lesson, students should be able to: 1. View and observe keenly any object set before them. 2. Create a compositional drawing of man-made objects e.g. flask, stove, bicycles etc. Make a compositional drawing of natural objects e.g. flower plant, animals etc (practical). | Study as a class. 1. Arrange still life and natural objects for drawing 2. View and obaerve keenly the objects set for drawing. 3. Draw the singular on group of still life objects set before them 4. Draw the singular or group of natural objects set before them 5. Use pencils to apply shadings on their drawings | 1. Critical thinking and problem solving 2. Creativity and Imagination | 1. Cardboard, 2 Pencil 3. Eraser 4. Drawing board 5. Objects from man-made from nature 6. Donkey Easer/ bench 7. Masking Tape, thumb nailpin etc Video Link https://youtu.be/G/szZxN |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 12 | Painting Types of paintings Material and tool used in paintin Techniques involved in painting Priming of board Painting of light and darkness Giving details (Draughtsmans hip) Blending of tones and shades | By the end of the lesson, students hould.be able to: List the materials and tools used in painting. Produce on sketched pictures and forms Analyse the techniques used in painting. Produce a compositional painting of still life man-made objects Produce a compositional painting of natural objects such as flower plants, fruits, insect, animals, aquatic object, asect etc. (practical). | Students as a class: 1. Arrange objects for painting. 2. View and observe keenly the objects set for thawing and tools. 3. List materials and tools used for painting. 4. Analyse the techniques used in painting. Students as individual 1. Use brush to apply colours to prime the surfae for paintings. 2. Paint out the pictures distinctly. | 1. Creativity and Imagination 2. Critical thinking 3. Leadership personal development 4. Communication and Collaboration | Cardboard, cartridge paper, Brushes Poster color/water color Drawing board Masking tape/thumbnail pin Objects from man-made (still life and nature Palette/palette lifes Video Link https://youtu.be/CWNYJ-qgs |
| 13 | REVISION & EXAMINATION |
Visual Arts Scheme of Work SSS1 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Perspectives: | By the end of the lesson, students should be able to: Explain and experience a real life perspective. Analyse types of perspectives. Create principles of perspectives on a surface Explain and apply terminologies used in perspective. Illustrate fierspective drawing showing the rules and law of perspective e.g. a house, electric poles, road, railway line, set of trees etc on two dimensional surface. (practical) | Students as a class: 1. Observe a portion of The school compound and school building from its side and front views, standing on ground .and top floor respectively. Student on individual basis. Sketch the objects o outscene observes showing the principles of perspective, on a two dimensional surface. | 1. Creativity and Imagination 2. Communication and Collaboration | Loal Instructural Materials 1.Cardboard/Drawing sheet 2. Four sided box 3. Pencil 4. Eraser 5. Landscape view showing array of houses, electric poles, trees 6. Drawipg board 7. Viewing schools building from an angle 8. Viewing schools building from the top and ground floors respectively. Reclinear Objects Web Site https://en.m.wikipedia.org/wiki/perspective_(graphic) Video Site https://youtu.be/XnQwEwZwZN |
| 2 | Museum and art galleries in Nigeria | By the end of the lesson, students should be able to: 1. Explain museum tnits real context: 2. State and locatwns types of musbum 3. Analyse the functions of museum 4. Explain gallery and its types and locations. 5. Analyse the functions of museum and gallery and how it affects our modern day arts. 6. Explain National, State, Private museum in Nigeria 7. State the centres for black arts and civilization and how they affect arts. Itemise the differences end similarities between National, State and private gallaries. | 1. Creativity and Imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration |
| 3 | Professional organizations/bodies and job opportunities in arts: | By the end of the lesson, students should be able to: 1. Identify professional organizations/bodies in Govt 2. Analyse the objectives of these bodies. 3. Hignlight the functions of professional organization /bodies in art. Understand and explain job opportunities in arts (pactical). | Students as a class: I. List professional organizations/bodies in arts such as S.N. A, N.S.E.A, In.S.E.A, N:S.I.A.D are Explain Job opportunities in arts e.g. Graphics designers, Cartoonists, Illustrators, Textile designers Painters, Sculptors, Art Educator, Ceramics etc. Students on an individual basis. | Collaborating/ Communication Skills.Social skill Leadership skill. | Local Instructural Materials 1. Pictures of products of job opportunities in art 2 Examples of professional bodies/organization in our society. Charts showing different job opportunities in arts. Web Site https://snanational.org https://ww.insea.org https://ngcareers.comcourse/4arts Video Links https://youtu.be/82EJ3yu-yu |
VISUAL ARTS
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Present an assignment paper on relevance of any of the job opportunities in arts in society. | https://youTu.be/eAJwH-ztdt8 |
| 4 | Colour: | By the end of the lesson, students, should be able to: 1. Identify the types/classes of colours. 2. List the properties of coour 3. Interpret colours by mixing them. 4. Analyse the functions of colour on various objects in our environment. 5. Produce colour wheel or spectrum or chromatic circle. 6. Mix colours in the right proportion to get varying shades. | Students as a class: 1. Suggest end mention various objects and their colours. i. Describe colors of various periods or session of the day. ii. Interpret ethnotional qualities of colors in the society. Students on an individual basis: iv. Mix various colors to get a new one Create colors charts Spectrum. | Critical thinking and problem solving Creativity and Imagination | Local Instructural Materials Cardboard/cartridge paper 1. Poster wiour 2. Drawing board 3. Brushes 4. Pencil 5. Eraser 6. Sharpner 7. Posterblock 8. Drawing instrument 9. Masking tape/thumbnail 10. T.square/setsquare etc Prepared Colour Chart Web Site https://en.m.wikipedia.org/wiki/Elements_of-art https://en.m.wikipedia.org/wiki/color_symbolism https://www.workdesign.com/2017/04/importance-color-workplace/ Video Link. https//youtu.be/QpGbQ90 https://you.tube/K2X8WaGSU https://youtu.be/fTa7tF9NKs |
| 5. | Lettering | By the end of the lesson, students should be able to: Explain letter and lettering 2. List and explain types /classification of lettering 3. Explain the qualities of lettering and how to effect them. 4. Identify elements of lettering 5. Identify letter parts and create them appropriately. 6. Explain terminologies Used in lettering and translate them practically. 7. Construct letters | Students as a class: i. ldentify and explain different types of lettering. ii. Point out difference among these lettering. iii. Demonstrate how spacing in lettering are achieved. Students as an individual basis: Construct sentences using both capital letters and small letters. | Communication and Collaboration Critical thinking and problem solving Creativity and Imagination | Local Instructural Materials 1. Cardboard/catridge paper 2. Pencil 3. Ruler/T.square, setsquare 4. Examples of letterings in printed material 5. Drawing board 6. Masking type/thumbnail pin 7. French curve/curve 8. Transfer paper 9. Drawing instrument 10. Poster with constructed words/sentences Web Site https://printerest.com https://en.m.wikiedia.or/wiki/lettering Video Links https://Youtu.be/OoOicMwiLpQ |
| 6 | History of art (the art of the ancient ,world 1700- 110BC): Egyptians arts | By the end of the lesson, students should be able to: 1. Identify the origin, location of old, middle and new Egyptian Kingdom 2. Analyse the belief and religion of ancient Egyril and present day art. 3. Evaluate the characteristics of various Egyptian arts. | Students as a class: i. identify and discuss the origin, location, belief and religion of Ancient Egyptian Art ii. Analyses the characteristics of Ancient Egyptian Art. iii. Take a cursory look on Egyptian painting, | Communication and Collaboration Critical thinking and problem solvingCreativity and Imagination | Local lnstructural Materials – Pictures of ancient – Film slides of the an etc ancient worid – Illustrations from art textbook Electronic learning board etc Web Site https//en.m.wikipedia.or/wiki/Art-of-ancient-Egyptian Video Links https://youtu.be |
VISUAL ARTS
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4. Understand Egyptian goddesses and their effects on art production. 5. Create its painting, architecture and styles in semblance of Egyptian artists. | architecture and styles of Egyptian arts. Students on a individual basis Take a digital assignment on Ancient Egyptian arts. |
| Greek Art (100 BC-40BC)/Roman Art (453C-40BC) | By the end of the lesson students should be able to: 1. Remember the origin, location and periods of Gree and Rome arts. 2 Compare the archictecture, painting and sculpture of Ancient Greek and Rome to modern day art and effect it 3. Analyse the beliefs of Ancient Greek and Roman and develop on on it. 4 Apply the characteristics of Ancient Greek and Roman skills on their arts, introduce styles and functions of Ancient Greek and Rome in their art creation. | Communication and Collaboration Critical thinking and problem solving Creativity and Imagination | /OoOicMwjlpQ Websites https://en.m.wikipedia.org/wiki/ancient-greek-art https://en.m.wikipedia.org/wiki/ancient-tomo-(painting) Video Links https://youtube/RM2D7ijWXC https://youtu.be/gtKgtkgfsQwLK | ||
| 7 | MID TERM BREAK |
| 8 | History of Art (African traditional art) (Ghana Ashgnti Fante) Mali: Bambara, Dogon Sierra leone Mende sherbo | By the end of the lesson students should be able to: 1. Identify the origin and types of art works and geographical locations of theme African traditional art 2. List materials/tools use and be able to use them 3. List the characteristics of these African arts and transfer the skills on modern day arts Explain the term sacred and functions of these African traditional arts and analyse how artistic details could be emulated. | Students as a class i. Identity and discuss the origin location and periods of Greek and Rome arts ii. Compare the architecture painting and sculpture of Ancient Greek and Rome to modern day arts. Students on an individual basis Present an assignment paper on beliefs styles and functions of ancient Greek and Rome | Critical thinking and problem solvingCreativity and Imagination | Local lnstructional Materials 1 Pictures of these African traditional arts 2 Film slides of these African traditional arts 3. Illustrations from textbooks Electronic learning board Web site https://en.m.wikipedia.org/wiki/ancient_Greek_art https://en.m.wikipedia.org/wiki/ancient_Rome_(painting) Video Link https://youtu.be/RM2077JHWC https://youtu.be/gtikg/S1Qwik |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | Tie dye Batik: | By the nr of the lesson students should be able to: 1. Understand Tie-dye and skills involved its production. 2. List material and tools use in Tie-dye and be able to use them. 3. Discuss different methods used in Tie- dye and be able to practice them. 4. Evaluate the process invoved in the production of Tie-dye up to finishing stage. 5. Remember the difference between tie- dye and batik processions. 6. Explain the origin of Batik, Batik fabric etc. 7. List the materials and tools used in Batik and imbibe the skills of using them. 8. Batik any fabric following the basic processes. Explain the process involved the production of Batik up to finishing stage and apply then practically. | Students as a class I. Identity the origin and types of art work and geographic locations of these African traditional arts ii. List materials/tools used. iii. Discuss the characteristics of these African arts and compare it with modern arts. iv. identity the images of African traditional Sculptural art. Students on individual basis: Present an assignment Paper on sacred African traditional to the society. | 1. Leadership personal development 2. Critical thinking and problem solving 3. Creativity and Imagination | -Pictures/diagram of process involved in the production of dye hnd Batik * Wax/candle, pap, flour, starch yam flour, alum *Raffia *Gloves * Spatula stick * Plastic bucket/plastic spoon *stove *Pot *Pressing iron *Dye/chemical *V Old newspaper . Starch Tjanting/brushes * Water * Fabric / cloth Prepared tye – dye Web Site https://www.britannica.com/art/African-art Video Links https://youtu.beinKwPXmSxQ |
| 10 | Still life drawing/ Nature drawing 2. Make a compositional drawing of natural objects e.g fruits, animal parts, log of wood, insects, acquatic object such as Tortoise, crab, fish etc | By the end of the lesson, students should be able to: 1. Study and view very keenly the details of any object set before them: 2. Apply the basic principles relating to drawing. 3. Make a compositional drawing of still life drawing e.g. Machine, typewriter, radio set, engind block, vehicle spare parts etc. | Students should be able to: i. Explain Tie – Dye ii. Identify tie-dye materials and tools iii. Use materials and tools in tie-dye effectively. iv. Use different method / techniques to produce tie-dye fabric up to finishing stage basis ii. Tie-dye fabrics using different methods / techniques iv. Creahivity skill Obsene and appraise tie dye fabrics material and tools. – Name various locations noted for tie-dye | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | 1. Cardboard/drawing sheet 2. Pencil 3. Eraser 4. Drawing board 5. Objects from still-life and from nature 6. Donkey easel/bench Masking tape, thumbnail pin etc. Local instructional materials Examples of tie-dye fabric Dye Fabric, Caustic soda Hydrosulphite, Dye bath Plastic bucket Palstic spoon, Gloves (rubber) Stove, Raffia, Starch, Pressing iron Sodium, Needle and thread etc |
VISUAL ARTS
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Website. https://en.m.wikipedia.org/wiki/tie-dye https://books.google.com.ng https://designtatsplus.com https://www.universal.class.com Video Link https://youtu.be/8QQK2hixL4w https://youtu.be/1qNzTm2q2N4 https://youtu.be/ewMKSAbqdBi |
| 11 | Sculpture * Definition, materials and tools used in sculpture, basic types of sculpture e.g scripture-in-round and relief sculpture. Areas of sculpture: * Modeling * Carving * Construction Types of relief Sculpture * Low or bass relief * High relief * Sunk relief- Methods used in sculpture * Additive method * Substructure, method | By the end of the lesson students, should be able to: 1. Understand sculpture and its relative position or branch in arts. 2. List and use the materials and fools used in sculpture 3. Create the two types of sculpture practically. 4. Create relief sculptures using the appropriate processes. 5. Produce a three Dimension sculpture or a relief sculpture with clay, cement or ,Plaster Of Paris.(practical). | Students as a class i. Describe how to draw object Students on an individual basis ii. Draw various cheats and apply different shading | i. Creativity and imagination ii. Leadership personal development | -Examples of sculptural work within our environment sculptural work – Examples of sculptural work – Lump of clay – Plaster of Paris(POP) – Fibre glass – Caliper – Armature -Log of wood Sand, cement, stone, iron rod, electrode etc Website: https://books.google.com.ng https://dsignatplus.com https://www.universl.class.com Video Link https://youtu.be/iqNzTm2q@N4 https://youtu.be/ewMkSAbqdB1 |
| 12 | Terminologies used in sculpture: (Caliper, Armature, Bust, Butterfly, mould, cast, statue) | By the end of the lesson. students should be able to: 1. Understand the terminologies used in art and what they stand for. 2. Answer questions raised on the terminologies Put into practice these terminologies if it requires. | Students as a class: i. Describe the sculptural pieces they have seen in their environment ii. Explain and use the sculptural materials, tools and equipment. | – Creativity and imagination – Communication and Collaboration – Leadership & personal development | Local instructional Material 1. Physical presentation of the terminologies 2. Chart showing the illustration of each of the terminologies Past questions paper |
VISUAL ARTS
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Students on an individual basis: Create sculptural pieces | Website https://www.definition.net https://visualart.net Video Links https://you.tu/vR8ZiT9Jch https://youtu.be/5Ph7 |
| 13-14 | Revision/ Examination | Students as a class: Mention these terminologies Explain the general notion on these terminology Students on an individual basis Explore more of these terminologies Compile possible questions raised on these terminologies in both internal and external examination and provide possible answers | * Communication & Collaboration | Websites https://www.thecircleoflifeery.com/indedsx-5-eng.html Video Links https://youtu.be/LyYM8S | |
| REVISION & EXAMINATION |
Visual Arts Scheme of Work SSS1 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Visual Sense: * Meaning of visual sense (appreciation mid interpretation of forms-aesthetics) * How colours are perceived through sense modalities eg. Sense of vision, touch, taste, and smell * Reccession of colour, absorption of colour * Classification of colour into warm, and cool colours * Tints and shades: How eye mix colours at distance | By the end of the lesson, students shuuld be able to: 1. Understand visual sense and its relationship with colours. 2. Perceive colours through sense modalities. 3. Analyse recession of colour and absorption of colour 4. Classify colour into warm and cool colours with example of each of the classification 5. Create tint and shades through practical mixture of colours. 6. Mix various colours in their palette Use grades (tints and shades) of a particular colour to design e composition-(still or natural objects). | Students as a class * View different objects and say their colours. * Analyse colours into primary and secondary colours. * Create tint and shades by mixing different colours as an individual. Mix various colours in palette to obtain colour grades. | * Creativity and imagination * Critical thinking * Leadership personal development | A chart of sense modalties Example of cool colours on object and warm colour on object A chart containing list of warm cool colours along with its colours Example of artworks (still life or natural object) painted with stripes of cool and warm colours |
| 2 | Clay: Definition, types, formatiory properties of clay | By the end of the lesson, students should be ble to: 1. Identify mid feel clay practically 2. List and explain the use of various type of clay 3. Demonstrate formation of day and its properties. 4. Discover sources of good clay and pack them in preparation for modeling or throwing of wares Use clay to mould various simple objects i.e. bowl, pot etc. | Students as a class * Feel the nature and stuff of clay * Relate their experience on the use of clay * Explain how clay is formed * Processcaly for the purpose of modeling Students as an individual Use clay to mould various object i.e bowls, pot. | * Creativity and imagination * Critical thinking * Leadership personal development | Local Instructional materials i. Different type of clay (realia) 2. Heap of clay in the environment 3. Lump of clay (processed one at green ware stages) 4. Grog and other stam materials eg oxide, glaze etc A chart showing different sources of clay etc. |
| 3 | Ceramics: * Definition, origin and types of ceramics * Ceramic materials, tools, and equipment * Types of modeling techniques/methods eg | By the end of the lesson, students should be able to: 1. Identify ceramic products and their origin 2. Understand the production products 3. List the type of material, tools and equipment used in | Students as a class * Identify ceramic product. * Describe the process of process of producing pottery wares. * List the process of producing, pottery. | * Critical thinking * Creativity and imagination * Leadership personal development | Local instructional materials. 1. Ceramics wares (realia) 2. Picture of ceramics wares 3. Ceramics |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| coil, slab, pinching, scoop, mould throwing method. Processes of drying, firing and firing ceramics wares eg bone drying, glaze | production of ceramic wares and be able to use them. 4. Use various techniques/methods used in the production of ceramics wares. 5. Produce a simple ceramic ware using on of the techniques or methods used in ceramic production. Fire and glaze their products (practical). | wares. * List the materials for making ceramics works, students in small group Produce ceramic wares, each group using different techniques | wares in the environment 4. Lump of prepared clay 5. Materials, tools, and equipment used in ceramics (realia) 6. Pictures of charts of materials, tools and equipments used in ceramics 7. Glaze 8. Grog Stain Websites https://en.rn.wikipedia./org/wikramic Video Links https://youtu.be/PsPiRNW00 |
| 4 | Improvisation of arts materials: * What is improvisation of art materials * Tools and equipments Meaning of art materials, tools and equipment * List of art materials /tool/equipment with their improvised substitutes Functions of improvisation | By the end of the lesson, students should be able to: 1. Understand improvisation of arts materials, tools, and equipment 2. Identify and use arts materials, tools, and equipment. 3 Explain the functions of improvisation, in arts improvise some arts materials, tools, and equipment. (practical). | Students as a group * Describe improvised art materials * Identify and list improvised art materials * Use improvised art’ materials to create art works students as individual Create and construct improvised art materials | * Creativity and imagination * Critical thinking * Leadership personal development | Local Instructional material 1. Arts materials, tools, and equipment (relia) 2. Poster/chart showing art materials, tools and equl (mprovised art materials and equipment Websites /ojo4rh3IIooo83b595 Oo9Knldimprovisation-of-art-materials_free-lesson-note tutorials Video Links https://youtu.be/nR9OYsml |
| 5 | Basic shape design: * Meaning and types of basic/geometrical shapes-circle, square, triangle, rectangle Meaning of complex shapes-cone, cylinder, funnel, trapezium, rhombus. (it is called complex shapes because they combine more than one shapes). | By the end of the lesson, students should be able to:: 1. Identify and illustrate basic shapes 2. List types of basic shapes and design 3. Create simple and complex shapes 4 List types of simple ad complex basic shapes and arrange them for design. 5. List the materials and tools used in basic and complex shapes design pattern and use them effectively. Create a pattern/design on a two dimensional surface using either basic shapes or complex shapes (pencil) | Students as a class * Describe various share Identify basic shapes * Create different simple shapes. * List the materials and. tools for making ceramic works. Students as individual Use materials to design /create two dimensional shapes on paper. | * Creativity and imagination * Critical thinking * Leadership personal development | Local Instructional material .1. Chart showing different shapes or complex sha 2. Ball, cone, cuboid wood frame, funnel etc (relia Artwork based on basic complex shapes Websites https://printerest.com/yakia/basic-design-shape/ Video Link https://youtu.be/8PWXjty0d |
| 6 | History of arts: Baroque, rococo, and mannerism movement in European art history | By the end of the lesson, students should be able to: 1.State the origin, location, periods and styles of these art movements 2.Remember the impact of the art movement on the | Students as a class * Explain their role in the school art clubs and societies * State the origin locations period and style of western art | * Creativity and imagination * Critical thinking * Leadership personal development | 1.Pictures of the artwork these movement 2. Film slides of these movement 3. Illustrations from art textbooks etc Electronic learning book |
VISUAL ARTS
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| painting architecture 3. List the names and identify the exponents of these art periods State the characteristics of this art movement and apply them on their art works. | movements Analyse the characteristics of the art movements. students in small groups Create art work applying the movement styles and characteristics. |
| 7 | MID-TERM BREAK | ||||
| 8 | Graphic Arts: Three dimensional (package design) Meaning of package/package design) Types of package design, materials, tools and equipment used in package design * Funchons of package design *Processed used in package design prosuction *Three dimensional (book cover/jacket design) * Meaning of books cover/jacket design Components of book cover/jacket design * Materials, tools, and équipmerrt used in book cover/jacket design *Processed used in books cover /jecket production | By the end of the lesson students should be able to: 1. Understand what a package is. 2. List types of package design and analyse them by comparing their features. 3. List the material, tools and equipment used in package design and use them effectively. 4. Apply the processes used in package design production. 5. Design a package practically using the available materials. 6. Identity the components of book coverljaclcet design and 7. Compare and contrast their differences. Design by illustrating a book cover and jacket and print it cut (practical). | Students as a group * View different package on display. * List type of packages * List the materials for making/designing a packages students as individual * Design a package on paper/cardboard. * Identify the componenf bookcover/jackets design. * Compare and contrast the difference between a package and a book cover Design a book cover. | * Creativity and imagination * Critical thinking * Leadership personal development | Local Instructional materials 1. Cardboard, cartridge paper 2. Examples of different packages e.g hardboard package, plastic package, wood package, nylon wrapper, aluminum package, paper package, bottle package etc 3. Poster colour/water colour 4. Drawing board 5.Masking,tape/thumbnail pin/paper gum 6. Transfer paper/tracing board 7. Ruler, T-square, set square 8. Brushes 9. French curve 10. Arabic gum 11. Poster black 12. Drawing instrument 13. Letter set Pencil and eraser etc |
| 9 | Introduction to textile: * Definition of textile Materials, tools and equipment used in textile Mortif (meaning and types motifs) Formation of motifs types of repeat patterns in textile Choosing harmonious colours for textile design Application of motif form all-over repeat patterns on a two dimension surface | By the end of the lesson, students should be able to: 1. Identity textile materials. 2. List materials, tools and equipment used in textile production and use them properly. 3. Create a motif and format. 4. Use materials, tools and equipment in textile production. 5. Apply motifs to form all-over repeat pattern on a two dimensional surface. Prepare the motif and. format for textile production. (practical). | Students as a group * View and identify textiles materials List materials, tools and equipment use in textile production. students as individual * Use materials and tools to design motif and format. * Apply motif to form all-over repeat patterns. Use motif to create other pattern types on two dimensional surfaces. | * Critical thinking * Creativity and imagination * Leadership personal development | Local Instructional materials 1.Cardboard/cartridge paper .2. Examples of patterns on fabric/cloth (realia) 3. Examples of motifs 4. Pencil and eraser 5. Brushes 6. Transfer pape /tracing board 7. Poster colour 8. Drawing board 9. Masking tape /paper gum/ thumb- nail pin Poster block |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 10 | Computer graphic Design Meaning, types, and parts of computer e.g CPU, monitor etc Command and data entry devices-keyboard, mouse etc, * Drives and computer printers * Corel draw windows (environment) the bar, menu, status etc Advantages and disadvantages of computer to art and general education | By the end of the lesson, students should be able to: i. Identify computer hard, and soft wares. 2. List types or computer and use the effectively.. 3. Identify pads of computer and engage them. 4. Make use of command and data entry devices practically. 5. Use Corel draw and other components at computer practically, Explain advantages and disadvantages of conpierp art and general education and how it can be improved. (practical). | Students as a group Identify computer hard and softwares. List types of computers Students as a group Identify parts of computer Use the command and data entry devices. draw and other types component to create forms and shapes , Explain advantages of computer on general education and rt | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | Local Instructional materials 1. Set of Computer (realia) Poster/chart showing different types of computers and parts of computer: Websites https://en.m.wikipedia.org/wiki/ Video Links https://youtube/LDR2MeATBCg |
| 11 | Life/figure drawing: * Meaning of life/figure drawing Types of life/figure * drawing Matenals and tools used ifl figure drawing Oflatfs of human being. (using sizing as means of measurement) Drawing different sides of human being e.g. standing figure, portraiture, recycling posture etc .. . | By the end of the lesson, students should be able to: 1. View and observe life/figure properly. 2. List types of life/figure drawing and highlight the differences. . 3. State the materials and tobis used in figure drawing and use them practically. 4. Measure different proportion of parts of human being using sizing method. Draw dierent pastures of a model. (practical). | Students as a group * View and observe life figure properly * List types of figure drawing , List the materials needed for life drawing Studbnts as individual * Use rnaterial and tools to draw Øortrait fig ures * Measure differgnt $ody pants and apply them on paper * Draw life figures Draw and shapes different postures of a model | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | Local instructional materials I. Cardboard/ cartridge paper/ drawing sheet 2 Pencil and eraser 3. A model 4. Drawing board 5. Doney easel/bench 6. Masking tape/ thumbnail pin Sharpner/knife/razer blade. Websites https://en.m.wikipedia.org/wiki/ure_drawing Video Links https://youtu.be/f54DBU/UoUw |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 12 | Textile (printing): State the printing on, fabric/cloth Materials, tools and equipment used in printing on fabric/ cloth Printing techniques block, screen printing, lacquer, profilm, stenciling i.e. paper cut Processes involved in textile/fabric/cloth printing | By the end of the lesson, students should be able to: 1. Identity printing on fabric/cloth/textile. 2. List materials, tools and equipment used in fabric printing and use them effectively. 3. Apply the techniques used in fabric/cloth/textile printing. 4. Explain and practicalise the processes involved in textile/fabric/cloth printing Produce a printed fabric/ cloth/textile using any of the textile printing techniques (practical). | Students as a group Study and identify various printing effects on tabnc cloth textile List materials, tools and equipment used. to print on fabric Students as individual Use materials and’ tools to print on fabric with different techniques. | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | Local instructional materials 1. Fabric/textile/cloth material 2. Printed fabcic (realia) 3. Printing ink e.g textille ink e.g. text fast etc . 4. Roller 5. Sheet of glass/pallet 6. Squeegee 7. Retarder/ kerosene/turpenti wood polish 8. Padded table 9. Binder 10. Pressing iron 11. Silk mesh/ paper/profilm 12. Knife/razor blade 13. Frame (wooden) 14. Stapler/nail/stapling pin 15. Foam 16. Transfer paper Chemical (emulsion and sensitizer) etc Websites https://www.gandydigital.com/tters Video Links https://youtu.be/EppB_wt0-wB |
| 13 | Revision & Examination |
