Access free Unified Visual Arts Scheme of work SSS2. SS2 Visual Arts Syllabus for Secondary School Lagos State –Schemeofwork
SSS2 Visual Arts Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Drawing 1. Still life and Nature drawings | By the end of the lesson, students should be able to: i. View and observe objects keenly for the purpose of drawing. ii. List types of drawing and effect them on surface iii. Observe set objects and record them by means of drawing iv. Apply appropriate, shading techniques e.g. cross-hatching, blurring, line, pointillism, wash to various sketches/drawings. | Students as a class: i. Observe and raise questions on still life/ natural objects set. ii. Size the still life/natural objects Students on an individual basis. iii. Sketch the still life/ natural objects and apply any of the shading techniques. | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | i. Drawing sheets ii. Pencils iii. Drawing boards iv. pen and ink v. Charcoal Website: https://artyfactors.com/still_life_pencil.html/ video links https://you.be/pzR5vy/PGNyg |
| 2 | Painting i. Styles of pnting animal hid, skin, beads, mural, impaslo, fresco, tempera. ii. Still life objects e.g. chair, plates, kettles. iii. Natural objects e.g. insed, animals, bones, flower. iv. Figure (a) parts of the body e.g nose, eye, mouti teg etc. (b) portrait (c) full life printing | By the end of the lesson, students should be able to: i. Understand painting and its types. ii. Observe the set objects appropriately iii. Apply colours unto the sketched objects with appropriate styles. iv. Apply colours unto sketched pictures that form a composition with different techniques. v. Mix colours on the palette for painting: | Students as a class: i. Observed and raise questions on still life! natural objects set ii. Size the still life/ natural objects Students on an individual basis. iii. Sketch the still life/ natural objects and apply colours on it | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | 1. Painting sheets or cartridges papers 2. Drawing boards 3. Donkey bench or easel 4. Set of painting brushes 5. Poster colours 6. Painting palette. Websites /stilllife video links https://outu.be/XY89v8 |
| 3 | Nigerian culture festival i. .Meaning and origin o festivals ii. Types of festivals ii. Functions of festivals iv. Sigrtif1cnce, symbol of festivals v. Body decorations | By the end of the lesson, students should be able to: i. Understand and list types of festivals ii: Highlight the origin, and functions of festivals iii. Evaluate the importance of these festivals alongside modem festivals. iv. Illustrate some of the symbols used for the festivals. | Students as a class: Identify different cultural festivals in their communities and beyond ii. List the symbols used during these festivals iii. Identify the secular and sacked festivals iv. Mention the seasons of the festival Students on in individual basis: v. Present an assignment paper on the relevance of the Nigerian cultural Festivals in this modem age | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | Local Instructional materials Symbols and regafia of festivals i.e. drum, mask, feather stick, colour, fabric, animals, cowries, fruits, foods e.t.c. Website: https://finchglotravels.com/blog/2018/06/29/12-popular-cultural-festivals-in-nigeria. video links https://youtu.be/WFvHClREvtM https://youtu.be/Nj6BnJ4lsJA |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | History of Art (African Traditional art and culture) i. Guinea arts ii. Kissi art iii. Cameroun arts iv. Dahomey arts v. Sierra leone arts | By the end of the lesson, students should be able to: i. Differentiate traditional arts and modern arts cutting ii. Analyse the origin and location of African. traditional arts and modem arts iii. Identify the media used for traditional arts and be able to use them. iv. State, explain and apply the characteristics of African traditional arts and effect it on their arts. | Student as a class: I. Identify the origin and types of art works and geographical 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. Identify the images of African traditional sculptural artworks, Students on an individual basis: iv. Present an assignment paper on forms; contents, and functions of African traditional art and culture. | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | Clay wood, bronze, beads, drum, fabrics, rear objects Website: https://en.m.wikipedia.org/wiki/African-art video links https://www,britannica.com/art/African-art |
| 5 | Graphic Design i. Definition of graphic design ii. Types of graphic design iii. material and tools for graphic design calligraphy practical v. practical on graphic designs e.g. book cover, book jacket, pen writing, logo and calendar designs, poster and package design. | By the end of the lesson, students should be able to: i. illustrate simple forms for graphic design. ii. List materials and tools used for graphic design and be able to use them effectively. iii. Produce a good product in graphics. Arrange simple shapes and letters for graphic design of various types. | Students as a class; i. discuss various ways of passing information to other people ii. identity various Graphics arts works iii. practice various ways of achieving layout in Graphics art with pictures and letters Students on an individual basis: iv. design different Graphic products v. design a good calligraphy artwork | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | Cardboard, paper set of calligraphic, pen drawing instruments, ink and felt pen, poster colour, marker, igracet, adjustable set, square, T:square drawing board Website https://en.m.wikipedia.org https://www.meriam-webterco https://www.pinterest.com https://wikihw.com Video link https://youtu.be//YcQ |
| 6 | Textile design on paper i. use of paper to create forms ii. use paper to create format for textile making iii. formation of motifs i.e. shapes, figure, basic shapes iv. use of motifs for patter creation v. applicafion of colours on pttems | By the end of the lesson, students should be able to: i. Create a motif ii. Create a format that repeats accordingly. I. Use motif and format to create patterns. vi. Apply colours, harmoiously on patterns | Students as a class: i. mention various objects used as a decorative pattern on Fabric ii. compare objects as motifs for pattem making ii. Suggest harmonius colours for application on the pattern – Students on individual basis. iv. create a textile design on paper | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | HB Pencil, cardboard paper, poster colour, designers brushe poster block palette, transfer paprir, paper gum, drawing boar eraser. Website: https://image.app.goo.gl/GSqiYFrz4UkcVxx5 https://image.app.goo.gl/yLCMpi9ma/Agchd7 Video Link https://youtube/16oZKdkbwmN |
| 7 | MID TERM BREAK | ||||
| 8 | Embroidery i. meaning of embroidery ii. Types of embroidery stitches iii. materials and tools for embroidery | By the end of the lesson, students should be able to: i. Identify embroidery works ii. Illustrate various stitches on paper iii. Transfer the stitches on fabrics iv. Itemize all the materials | Student as a class: i. describe an embroidery products ii. Explain and itemize the materials and how to use them in creating embroidery works students as small groups. iii. use the materials to create | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | Needle, thread, fabric, stitching machine, scissors, stay fabric, starch. Website https://en.m.wikipedia.org/wiki/Embroidery https://www.printerest.com |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| v. Methods of transferring designs / patterns on fabrics | used in embroidery works i.e. needle, thread scissor, stitching machine and use them effectively v. Use various methods to transfer their design on fabric. i. Knit the design on fabrics | relevant embroidery stitches | https://www.fibre2fashion.com video link https://youtube/#4fboUqTV41U https://youtu.be/3umumvpiu04# | ||
| 9 | Furniture making i. Functions of furniture ii. Various process involved in furniture making iii. Sourcing of wood for furniture works | By the end of the lesson, students should be able to: i. Analyse various uses and functions of furniture. ii. Approach furniture making using various approaches. iii. Search and discover appropriate wood for specific furniture production. iv. Process or treat the wood properly before use. v. Create furniture in diverse forms. | Students as a class i. Explain various functions of furniture. ii. Mention and search for appropriate wood for specific furniture production iii. Suggest ways of processing treating the wood before usage. Students in small groups: iv. Create a form of furniture e.g. centre table, side tables, TV dividers etc. | 1. Collaboration skill 2. Leadership personal development | Wood, saw, hammer, cutlass, pinchers, nails, pliers, tacquer, polish etc. Website https://schonworks,sfasu.edu/cg/viewcontent.cgi?artcile=1041&context=forestry Video link https://youtu.be/kX97k3H4y0w |
| 10 | Puppetry i. Meaning of Puppetry ii.Types of Puppetry iii. Materials and tools used for Puppetry. iv. Various types of seams and stitches used in Puppetry v. Construction of Puppet or Marionette i.e. Puppets used in; a. Story telling b. Drama c. Shadow plays Identification of the media styles, locations, sacred and secular functions, forms, and contents and characteristics of these Nigerian ancient arts. | By the end of the lesson, students should be able to: i. Explain and give a vivid description of a Puppet. ii. State Various types of Puppet and be able to illustrate them. iii. Itemize the various materials needed for constructing a Puppet and use them appropriately. iv. Construct a Puppet using various seams and stitches. a. Construct Puppets tor a. Drama b. Story telling c. Shadow plays execute Nigerian arts that feature the characteristics and forms. (practical). | Students as a class i. Give a vivid description of a proper and its types ii. Observe a team puppet in an attempt to re-reproduce one iii. Identify materials, tools and equipment used. Students in small group: iv. Construct puppet for drama ‘story telling’ shadow play. | 1. Collaboration skill 2. Creativity and imagination 3. Leadership skills | Various plan and coloured, fabrics, needle ad thread, foam and fabric pieces. Website https://en.m.wikipedia.org/wiki/poetry Video link https://youtu.bepq/AqwcKK4 https://youtu.be/PKryxPZDPrg/ |
| 11 | Mosaic and collage composition i. Meaning of Mosaic and Composition ii. Origin of Mosaic and collage composition iii. Materials and tools used for making mosaic and collage iv. Similarity and | By the end of the lesson, students should be able to: i. Understand and identity mosaic and collage products. ii. State the origin and relevance of mosaic; and collage to modern day art iii. State all the materials and tools needed for producing mosaic and collage and knew how to use them. iv. itemize the similarity and | Students as a class: i. Mention mosaic and collage composition in Pubic places ii. suggest materials and tools used for such works iii. point out similarities and differences between mosaic and collage | 1. Collaboration skill 2. Creativity and imagination 3. Leadership skills | Broken bottles, pebbles, small stories, beads, seeds, cowries, feather. Natural items like leaf, feather, sand, calabash etc. scissors, gum, evostic, knife, blade, bottle tops etc. |
VISUAL ARTS
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| difference mosaic and collage v. Functions of mosaic and collage vi. Processes of producing mosaic and collage vii. Production of mosaic and collage | difference between mosaic and collage v. List the functions of mosaic and collage vi. Produce good mosaic products. vii. Create a befitting collage college works, | students in small groups: iv. produce good mosaic works v. create a befitting collage works | Website https://www.askdifference.com/mosaic-vs-collage/ Video link https://youtu.be_AlgFvqbE | ||
| 12 | Revision | ||||
| 13 | Examination |
Access free Unified Visual Arts Scheme of work SSS2. SS2 Visual Arts Syllabus for Secondary School Lagos State –Schemeofwork
Visual Arts Scheme of Work SSS2 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Imaginative composition i. Meaning of imaginative composition ii. Components of imaginative composition i.e. foreground, middle ground, background, area of interest, compositional arrangement of objects. | By the end of the lesson, students should be able to: i. Describe and discuss imaginative composition. ii. Analysis the components of imaginative composition and imbibe the skills of applying them. iii. Execute the components unto their sketches, illustrations and drawing. | Students as a dass * Describe or relay their experiences on some past events * Analyse the components of an imaginative composition students as individual * Draw and compose items and figures that constitute a past event | * Critical thinking * Creativity and imagination * Leadership personal development | Local instructional materials Cardboards, pencils Websites |
| 2 | Imaginative compositional drawing and painting. i. Drawing of objects from imagination i.e. pot, spoon, chair, stove, house etc. ii. Sketching and painting of objects from memory i.e. A motor accident, market scene, a carpenters workshop. | By the end of the lesson, students should be able to: i. Explain the meaning of imaginative composition ii. Sketch and develop objects from memory. iii. Sketch invisible objects and various scenes from memory and apply colours appropriately. iv. Sketch objects and develop scene from memory and shade them appropriately. | Students as a class * Explain imaginative composition * Students as individual * Sketch and develop objects from memory Sketch invisible objects and various scenes from memory and apply colours | * Critical thinking * Creativity and imagination * Leadership and personal development | Local instructional materials Drawing sheet, painting brushes, poster colours, painting palette, drawing board, easle, donkey bench etc. Websites |
| 3 | Nature painting i. Meaning of nature painting ii. Natural objects i.e. pawpaw, pineapple, banana, orange flower, tree etc. iii. Arrangement and components of nature painting. iv. Application of colours in various technique i.e. impasto, fresco, etc. | By the end of the lesson, students should be able to: i. Describe nature painting and develop it practically. ii. Select the objects that are natural i.e. a. Living things- Plants, Animals b. Non-living things, Mountain, hills, stone, river c. Remains of living things – snail shell, skeleton, skull etc. 2. i. Organise and paint objects. | Students as a class * Describe nature painting • Select and arrange natural objects Living things- plants, ANIMALS Non living things- stone, hills. Remains of living things-snails shell Students as individuals List painting materials Paint natural objects | * Creativity and imagination * Critical thinking | Local instructional materials Painting bruches, poster paints, drawing board, easle, donkey bench, cartridge paper, drav4ng sheets. Websites |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Modern art Institutions and others traditional art institutions in Nigeria. i. Modern art institutions ii. Obafemi Awolowo University iii. Ahmadu Bello University Ile-Ife c. Adeyemi College of Education, Ondo d. Olabisi Onabanjo University, Ago-Iwoye ii. Traditional Institution a. Oshogbo Art b. Mbah/Mbayo Art Center c. Nri Art Center | By the end of the lesson, students should be able to: i. Describe and discuss art institution in Nigeria Differenciate between modern and traditional arts. iii. Select the modem arts in Nigeria and itemize the courses they offer i.e. Textile, Sculpture, Ceramics, etc. iv. Discover and discuss the origin of the traditional art institutions in Nigeria and how they operate. | Students as a class Describe art institutions * Distinguish between modem art and traditional arts * itemize modem art courses * textiles, sculpture, textile ceramics * List traditional arts * Explain traditional arts, origin and how they operate | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | Local instructional materials Sample of art works from modem art institution i.e. painting, ceramic products, tetile fabrics Websites |
| 5 | Pottery i. Meaning of Pottery ii. Materials and tools used for Pottery making ii:. Methods of Pottery making iii. Functions of Pottery making iv. Terminologies used in pottery making. vi. Differences between Pottery and Ceramics vii. Marketing of Pottery wares viii. Practical modeling of wares up to the finishing stage. | By the end of the lesson, students should be able to: i. Explain the meaning of Pottery ii. Itemize the materials and tools used for pottery making. iii. Analyse the functions of each of the materials and tools iv. Formulate the various methods of forming pottery wares. V. Highlight the functions or uses of pottery wares. vi. Describe some of the terminologies that are used in pottery works. vii. Classify the differences between pottery and ceramic works. viii. Process clay and use to mould pottery wares to the finishing stage. ix. Select the various outlets for display and marketing, pottery works. | Students as a class Describe pottery ware List pottery types itemize the materials and tools used to pottery making * Analyse the functions of • each of the tools and materials. * State various ways. methods of making pottery wares *Describe some terminoinnies the use in pottery formation * Classify the differences between pottery and ceramic wares Students as individual * Use clay to mould various pottery wares Select various outlets for display and marketing pottery works | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | Local instructional materials Sketches and pictures of pottery works. Processed clay, modeling tools, kick wheel, modeling disc, kiln, concoction Websites |
| 6 | Book cover and jacket 1. Meaning of took cover and jacket design. ii. Differences between book cover and jacket design. iii. Elements and characteristics features of a book cover spine, blurb, Sap, ISBN, author biography and | By the end of the lesson, Students should be able to: i. Describe and discuss vividly what a book cover/jacket is. ii. Classify the differences between a book cover and jacket. iii. Highlight all the elements and features on a book cover/jacket. iv. To design by | Students as a class Describes the cover of a book Explain what a book jacket is Classify the difference between book cover and book jackets States the elements and features of a hock cover? jacket Students as individual use pencil to illustrate a book | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | Local instructional materials Cardboard sheets, drawing sheets, pencils, ruler, adjustable set square, T square, poster coloures, designers palette, drawing board, designers brushes. Websites |
VISUAL ARTS
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| picture, book summary, publishers address, etc. iv. Practical designing of a book cover and jacket to show. a. Front cover b. Spine c. Blurb. | illustrating a book cover and jacket in pencil and finally apply befitting colour. | and jacket Apply colour to the book cover and jacket illustration | |||
| Modeling – Sculpture i. Modeling with clay ii. Modeling with Peppier Mache iii. Modeling with saw dust mixed with gum or starch. iv. Modeling with Plaster of Paris. v. Modeling with Cement and Sand. vi. Modeling – fibre glass | By the end of the lesson, students should be able to: i. Identify and create model objects. ii. Execute types of Modeling. iii. Process clay that is good enough for Modeling iv. Produce paper pulp and saw dust mixed with gum or starch. v. Mould various simple objects ip clay, saw dust, Plaster of Paris and even sand mixed with cement i.e. Lizard, Snake, Tortoise, Snail, Bowl, Jug etc. | Students as a class identify model objects Explain modelling processes Process clay for modelling Produce paper pulp and mix saw dust with starch gum. Students as individual Mould simple objects in clay, saw dust, plaster of Paris, Pot, lizard, snake, bowl, snail. – Student as a group Prepare the to brake tiir modelling | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | Local instructional matenals Raw clay, processed clay, modeling tools, rotating modeling disc (manual), kIm, kick wheel, etc Websites |
| 7 | MID-TERM BREAK | ||||
| 8 | Carving (Meaning and process) i. Carving simple shapes with . soap ii. Carving simple shapes with wax iii. Carving simple shapes with thom and wood. iv. Carving simple shapes with Coconut | By the end of the lesson,. Students should be able to: i. Explain the processes of carving ii. Itemize all the materials needed for carving iii. State all the media that could be carved iv. Carve simple shapes i.e. (geometrical shapes) as in circle, triangle, rectangle, rhombus etc. with soap, wood, wax, etc. | Students as a class Describes a carved objects Explain the various ways of carving different objects Itemize all the materials and tools needed for carving State all the media that could be carved. Students as individual carve simple geometrical shapes. Circle, triangle, rectangle e.t.c with woods, soap, wax e.t.c | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | Media for carving i.e. tablet soap, wax, wood, coconut etc. Carving tools i.e. knife, chisel, hammer, pincer, plier etc. Polish, gum, evostic, etc. |
| 9 | Construction i. Meaning of Constructing ii. Types of construction V iii. Processes of Construction iv. Objects that could be used for construction — hard board, metal roof etc | By the end Of the lesson, students should be able to: i. Discuss and explain construction ll. State the types of construction with various media. i.e. Chair, box, etc. iii. Itemize the media that are used for construction and use them effectively, iv. Construct simple objects with hard board, metal and roof following the artistic principles. | Students as a class * Explain construction State types of construction with various media. Itemize various media that are used for construction Students as a group Construct simple objects with hard board, metal and wood/ plank | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | Local instructional materials Media for construction – roof, hard board, metal etc. knife, scissors, gum, glue, evostic, rope saw hammer, nail, polish gloss paint Websites |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 10 | Computer i. Meaning of a computer ii. Types of computer iii. Parts of a computer iv. Command and data entry devices v. Computer drive and printers vi. Coral draw windows vii. Coral draw tools viii. Advantages and disadvantages of computer to art and general education. | By the end of the lesson, students should be able to: i. Describe what a computer is ii. State the various types Computer. iii. Itemize the various parts and functions of a computer and use them effectively. iv. State the command and data entry devices and how to apply them. v. Explain the functions of the drivers and printers. vi. Identity the Corel draw windows and how they function – title bar, menu status, minimize restore and close buttons. vii. Discover the core draw tools and use them accordingly – pick shape, zoom, eclipse, polygon, fill, transparent, pick tools. viii. Analyse the advantages and disadvantages of Computer and be able to apply the experiences unto modem day art practices. | Students as a class * Describes a computer * Identify different computers *Itemize the various parts of a computer *State the functions of computers generally *List computer parts and their functions Students as individual *List the command device- mouse and keyboard to input figures and shapes *Open the coral draw Identify the title bar, menu, status, minimize, restore and close buttons *Use the corel draw tools to effect information- pick, shape, zoom, eclipse, polygon, fill, transparent Students as a group Analyse the advantages and disadvantages of computer | 1. Critical thinking and problem solving 2. Creativity and imagination. 4. Communication and Collaboration | Local instructional materials Websites |
| 11 | Revision | ||||
| 12 | Examination |
Visual Arts Scheme of Work SSS2 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Basic Shapes and Design i. Meaning of Basic, Shapes Design ii. Types of basic shapes design iii. Basic shapes and geometrical shapes – Circle, Square, Triangle, Rectangle, etc. iv. Materials and tool duded for designing basic design. v. Practical approach pencil work to basic design. vi. Practical approach (colour application) to basic design | By the end of the lesson students should be able to: i. Recognize and identify basic shapes and non basic shapes. ii. Illustrate and arrange basic and non basic shapes into a basic design ii. Itemize the materials that are heeded for making a abasic design. iv. Design a basic design either in pencil or colour following the basic principles. v. Construct a basic design with non basic shapes either in pencil or colour that are placed harmoniously. | Students as a class Mention various basic shapes itemize the materials that are needed or making basic shapes design Students on an individual basis; Combine basic shapes in juxtaposing and super imposing form to create a basic shapes design on a two dimensional surface | 1. Creativity and imagination skills 2. Communication and Collaboration skills | Cardboard sheets, Pencil, Ruler, adjustable Set Square, T-Square, Poster Colour, designers brushes, masking tape. WEBSITE https://design.isu.eduart_work/art-work/art-1551-basic-design Video link https://youtu.b/RqprXvKA |
| 2 | Indigenous decorative motifs i. Meaning of Motifs ii. What are indigenous decorative motifs. iii. Types of decorative motifs, floral, animal, objects. iv. Format for motifs making, Half drop, diamond, mirror, simple repeat. | By the end of the lesson, students should be able to: i. Describe a motif. ii. Explain what indigenous motifs are iii. State and illustrate different types of motifs – floral, manmade, half drop iv. Use various motifs to create patterns v. Create patterns with various formats. | Students as a class: Mention various indigenous motifs in our environment Point out what makes indigenous motif different kom other motifs Create indigenous motifs Students on an individual basis use created motifs to form pattern on a two dimensional surface | 1. Creativity and imagination skills 2. Communication and Collaboration skills | Cardboard sheets, pencil, drawing set, poster colours, drawing board designers brushes, T-Square, Setsquare exposing tape Website https://www.liste.org/journals/index.php/ADS/Article/vw32843 Video link https://tonianni/wordpress.com/2015/05/12/nigerian- desiqn-patterns-akwete/ |
| 3 | Galabash decoration Meaning and types of calabash. ii. Types of Calabash decoration. | By the end of the lesson, students should be able to. i. Identify a Calabash ii. State and illustrate types of Calabash | Students as a class: Look at various uses of calabash in the environment Identify materials and tools used in calabsash decoration | 1. Creativity and imagination 2. Communication and Collaboration | Pencil, Calabash gourd, blade, knife, pointed iron, stove, poster colour, brushes. |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 3 | iii. Uses of Calabash decotation produts. iv. Marketing and outlets for Calabash decoration products. | iii. Analyse type of Calabash decortion iv. Designor produce various types of Calabash decorution i.e. incised type. painted type, scraped type etc. v. Value uses of functions of decorated Calabash vi. Itemize various ways or outlets for buying and selling products. | Examine various ways in which calabash could be decorated Discuss various ways or outlets for buying and selling decorated calabash Students in small groups: Decorate a calabash using any of the techniques m calabash decoration | Website africanstylesandculture.com/2018/03/19/the-art-and-science-of-calabash-decoration-in-nigeria Video link https://youtu.be/ErB4bfz5K | |
| 4 | Calabash decoiation i. Practical decoration of Calabash – Painting ii. Practical decoration of Calabash engraving iii. Practical decbration of Calabash – scotching iv. Practical decoration of Calabash – mounted beads v. Practical decoration of Calabash Cowries /Coins. vii Practical decoration of Calabash – carving vii. Foreign influence and value of dalabash decoration. | By the end of the lesson, studes should be able to: i. Create Calabash decoration with the undelisted material -. painting, engraving, scotching bends, cowries, coins, carving, etc. ii. Itemize the influence of foreign countries on the producon designed Calabash. iii. Interpret the values of Catabash decoration | Students a class: Identify and discuss body tattoo in the environment Mention materials tool available for tattoo body application. Student in groups: Produce an ssignment paper on the importance and relevance of body tattoo in our society. | 1. Communication and Collaboration 2. Creativity and imagination | Calabash. gourds, knife, blade, stove, pointediron, poster colour, brushes Website /313511985_Body_Adornment_Practices_in_Nigeria_Culture_a_Multi_Ethnic_investigation Video Link https://youtu.be/Em0ZbnDe5as |
| 5 | Indigenous decorative motifs -(body decoration –(tattoo). i. Meaning of body decoration (tattoo) ii. Tools and motifs used in body decoration iii: Types of tattoo meant for body decoration – animation form, zoo-morphic, spiral lines. | By the end of the lesson students should be able to: i. State the meaning of body tattoo ii. Identify the origin and importance of body tattoo in the indigenous set up. iii. Itemize the materials and tools used for body decoration. iv.: Highlight the techniques of tattoo making by being able to effect it on the body – spiral lines, animation, zoomorphic etc. | Students as a class Identify and dicuss various mural paintings in the environment Mention and identify the materials and tools used of mural paintings Sketch various indigenous motifs Students as groups. Decorate two dimensional surface with indigenous mural motifs | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | Blade, pointed ken, Pasteur colours, brushes, spray Website https://www.pinterest.com/2118106071843651 Video Link https://youtu.be/Ihu8miJok |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 6 | Indigenous decorative motifs – (Mural design). i. Meaning of Motifs ii. Meanirg of Mural design iii. Mural design motifs and their origin. iv. Samples of indigenous mural motifs-Yoruba Sango ward, snakes, birds, geometric shapes, ulli motifs, arabaesqu motifs etc tools used for making creating mureal design. v. materials and tool used for making creating mureal design | By the end of the lesson, students ahould be able to: i. Identify motifs, ii. State the meaning of mural design and be able to identify it iii. Identify mural design motifs and their origin iv. Create practically indigenous motifs v. State the materials and tools used for making/ creating mural design and use them effectively. | Students as a class Mention various baskets and mats in the environmnt Mention vario craft products that can be made from palm frond and cane Identify materials and tools used Students in small groups: Weave basket and mat | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | Pedal, posters, colours, palette, brushes Knife, V straw trunk of palm fron cutlass, rope, dyeing agents. Website /85152B3/CRAFTMAEAVINGIN000TUNlTlSTATENIGRlAEOGUNLEYEAYODEJHSTAT https://www.academia.com/34034633/THE_ROLE_OF_ MODENIZATION_IN_THE_DECLINE_OF_NIGERIA_CRAFTS_A_STUDY_OF_MAY_AND_BASKET_WEAVING_IN_NASARAWA_STATE Video Link https://youtu.be/oagnCIBASc |
| 7 | MID-TERM BREAK | ||||
| 8 | Indigenous craft making (Basket and mat) i. what is a basket ii. places in Nigeria where basket are mostly made ii. materials ann tools for basket making/mat iv. products from basket making v. products from mat making vi. uses and functions of Basket: and Mat | By the end the lesson, students should be able to: i. Identify a basket material ii. Describe types of basket and mat. iii. State Towns and States in Nigeria and even beyond th are good in Basket and Mat making. iv. List and use the materials and tools for making baskets and mats. v. Itemize various product from Basket and Mat making and be able to make them. vi. Analyse the various uses eod functions of be baskets and mats. vii. Construct/weave basket and mst. | Students as a class Mention various traditional woven cloth in the environment observe the traditional woven cloth and loom Students n groups Produce a woven traditional cloth using one of the types of ‘looms | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | https://www.academy.org/ojindex.php/ejsd/article/download/304/296/597 |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | Indigenous, crafts (cloth weaving) i. Mening.of Craft ii.Types of crafts. iii. Materials and tools for making weaving clothes. iv. Products from cloth weaving. v. piades in Nigeria and beyond where clothes ate being weaved vi. Products from cloth weaving – asooft, kente. vii. Functions of weaved clothes. viii. Basic principles o weaving – warp, welt shuttle, loom | By the end of he lesson, students should be able to: i. Identify indigenous craft ii. State types of Craft and discuss them. iii. List the materials and toots for making /weaving clothes and use them effectively. iv. Itemize th products from cloth weaving. v. Highlight Towns and States in Nigeria that are good in cloth weaving. vi. Itemize the products from cloth weaving – Asbofi, Alaari, Kento vii. Value the functions of weaved. | Students as a class: Mention and describe the artists they know. State the biography of contemporary Nigerian artists Mention the artworks on contemporary Nigerian artists Students on an individual basis present an assignment paper on Nigerian contemporary artists on the basis of studio artist and art educators among them. | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | Loom, dyed yarn, shuttle |
| 10 | Modern Nigerian art and artists. i. Meaning of contemporary Nigerian arts and artists. ii. Origin and development of modern artistic expressions in Nigeria. iii. Modern Nigerian arts – Painting, Sculpture, Ceramics, Textiles, Graphic. iv. Nigerian Studio artists – Aina Onabolu, Akinola Lasekan, Ben Enwonwu, Yusuf Grillo, Ladi Kwali, Kolade Oshinowo, Erhabor Emokpae uche Okeke v. Nigeian art Educators, Kenneth Murray, Edo4 Emma, Solomon Wangboje, T.A. Fasuyi, J,B.Akoo etc. | By the end of the lesson, students should be able to: i.State the meaning of contemporary artists. ii. Discover the origin and development of modern arts. iii. Discuss and iderdify the modern Nigerian arts. iv. Identify Nigerian studio artists and art educators. | Students as a class; identify the origin and Npes of artworks and geographical locations of these Afncan traditional art labon List matrials/tools used Dscuss the characteristics of these African arts and compare it with modern arts Identify the images of African traditional sculptural artworks Students on an individual basis; present an assignment paper on forms, contents and functions of African traditional art and culture | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | Pictures and illustrations of modern Nigeria arts – painting, ceramic products, textile products. Pictures of some of the contmorary Nigerian artists. |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 11 | African Art History Nigeria Ife, Benin, Nok Etc. – Upper Volta – Mossi, Bobo – Liberia Dangere – Gabon – Fang, Bakwere -Congo- Baluba i. Origin of African Arts. ii. Identification of African Arts iii. Regions and geographical location of African arts. iv. Characteristics of various African arts. v. Functions of these African traditional arts. | By the end of the lesson students should be able to: i. State the origin of African arts. ii. Select the various locations of African traditional arts. iii. Identify all the African trditional arts. iv. State the distinct churacteristics of each African art, v. Itemize and value the functions of all African traditional arts. | 1. Creativity and imagination 2. Critical thinking and problem solving 3. Leadership personal development 4. Communication and Collaboration | Pictures and illustrate the African traditional art. | |
| 12 | Revision | ||||
| 12 | Examination |
