CREATIVE ARTS LESSON PLAN

School Name: ______________________________________

Name of Educator: ___________________________________

ARTFORM: Visual Arts GRADE: 8 TERM: 1

DATE: WEEK: 1&2 DURATION:

TOPIC: Visual Literacy

CONTENT/ CONCEPT/ SKILL:

 Art Elements: use in description of artworks - shape, line, tone, texture, colour, etc.
 Design principles: use in description of artworks - balance, proportion, emphasis and contrast
 Personal verbal expression; express, identify/name, question and reflect through looking, talking, listening and writing about the role of the artist in
popular culture: lettering/graffiti
 Values development: lettering/graffiti in popular culture to engage in moral, ethical and philosophical discussions, to formulate values and to learn
respect for the opinions and visual expression of others
 LANGUAGE ACROSS CURRICULUM KEY WORDS: INCLUSIVITY
(Definitions, Spelling, Terminology, (Simplified activities to address learning barriers )
Vocabulary etc.) FONT
 Allow learners with barriers to learning to work with stronger learners
FORMAT
 Glossary box
DESIGN
 Explanation of concepts
 Definitions of key concepts SYMBOL
 Examples of designs
(e.g. lettering on any commercial STYLIZATION
product such as packaging)

TEACHER`S ACTIVITIES LEARNERS` ACTIVITIES

 Observe the around the environment and identify use of creative
 Look at a selection of material from popular culture that includes lettering and/ or graffiti.
lettering/graffiti  Go through step by step-by-step process of creating designs when
 Show the learners more examples of lettering/graffiti while doing creative lettering. Begin with basic/ geometric shape.
discussing use of elements and principles (e.g. from magazines,  Consider how additional elements of art are incorporated into a to
environment, etc.) consolidate it.
 Assist learners in using the correct terminology and applying  Write down a visual analysis of various logos and lettering/ graffiti
observation skills. products to familiarize themselves with the creative process.
 ASSESSMENT: Strategies (tick √)

Formal task/activity Informal task/activity

√

Form of assessment Assessment

Project Demonstration Dance TOOLS PURPOSE

Simulation Interview Drama Checklist Baseline
Presentation Questionnaire Drawing Grid Diagnostic
Test/Exam Poster /Design Music/song Rubric Formative √
Case study Poetry/rhyme Oral question Oral Answer Summative
Survey Assignment Observation √ Observation sheet √ METHOD
Role-play Research Construction Answer sheet Self- assessment
Investigation Performance Exhibition Score card Peer –assessment √
Written work Structured questions Discussion Memorandum Group-assessment
Worksheets Model making Listening Teacher- assessment
Resource/ Media (Please specify name & page)
Textbook Artworks Musical instruments: (Drum Other:
Brochure/ pamphlet Booklet Flute/whistle/pipes/recorder
Encyclopaedia TV/Video &Radio Guitar
Worksheet Equipment Keyboard/piano/organ
Transparency Story book(s)/scripts Marimba
Pencils DVD player & DVDs Shakers/scrapers)
Crayons/oil pastels/water Internet Sheet music/ledger paper/staff
crayons/colour pencils paper/manuscript paper
Paints & Brushes Magazines/ newspapers Music CD’s
Canvas/white sheets/charts Projector
TEACHER REFLECTION

(General successes/challenges and Intervention)

HOD’s comments
(Input / Monitoring / Support )
HOD`s signature: ___________________________
 CREATIVE ARTS LESSON PLAN
School Name: ______________________________________
Name of Educator: ___________________________________

ARTFORM: Visual Arts GRADE: 8 TERM: 1

DATE: WEEK: 3&4 DURATION:

TOPIC: Create in 2D

CONTENT/ CONCEPT/ SKILL:

 Art Elements: use in description of artworks - shape, line, tone, texture, colour, etc.
 Design principles: use in description of artworks - balance, proportion, emphasis and contrast
 Personal verbal expression; express, identify/name, question and reflect through looking, talking, listening and writing about the role of the artist in
popular culture: lettering/graffiti

LANGUAGE ACROSS CURRICULUM INCLUSIVITY

(Definitions, Spelling, Terminology, (Simplified activities to address learning barriers )
Vocabulary etc.)
 Group/ pair fast learners with learners who are having barriers to
KEY WORDS: learning
 Glossary box
FONT
FORMAT
DESIGN
SYMBOL
 STYLIZATION

 Explanation of concepts
 Definitions of key concepts
 Examples of designs
(eg, lettering on any commercial product such as packaging)

TEACHER`S ACTIVITIES LEARNERS` ACTIVITIES

 Initiate and facilitate discussion about the elements and principles  Learners need to do some research of lettering and graffiti and
that they’ve studied last year. make their own drawing from the cut outs/photographs.
 Observe the around the environment and identify use of creative
 Look at a selection of material from popular culture that includes lettering and/ or graffiti.
lettering/graffiti  Create own design
 Show the learners more examples of lettering/graffiti while  Develop ideas about the elements of art and principles of design by
discussing use of elements and principles creating and talking about their own designs.
 Facilitate and assist learners in thinking critically about their ideas  Add other elements of art and incorporate design principles to
and designs consolidate their designs
 Present their ideas to the class
 ASSESSMENT: Strategies (tick √)

Formal task/activity Informal task/activity

Form of assessment Assessment

Project Demonstration Dance TOOLS PURPOSE

Simulation Interview Drama Checklist Baseline
Presentation Questionnaire Drawing √ Grid Diagnostic
Test/Exam Poster /Design Music/song Rubric Formative √
Case study Poetry/rhyme Oral question Oral Answer Summative
Survey Assignment Observation Observation sheet METHOD
Role-play Research Construction Answer sheet Self- assessment √
Investigation Performance Exhibition Score card Peer –assessment
Written work Structured questions Discussion Memorandum Group-assessment
Worksheets Model making Listening Teacher- assessment
Resource/ Media (Please specify name & page)
Textbook Artworks Musical instruments: (Drum Other:
Brochure/ pamphlet Booklet Flute/whistle/pipes/recorder
Encyclopaedia TV/Video &Radio Guitar
Worksheet Equipment Keyboard/piano/organ
Transparency Story book(s)/scripts Marimba
Pencils DVD player & DVDs Shakers/scrapers)
Crayons/oil pastels/water Internet Sheet music/ledger paper/staff
crayons/colour pencils paper/manuscript paper
Paints & Brushes Magazines/ newspapers Music CD’s
Canvas/white sheets/charts Projector
TEACHER REFLECTION

(General successes/challenges and Intervention)

HOD’s comments
(Input / Monitoring / Support )

HOD`s signature: ___________________________

 CREATIVE ARTS LESSON PLAN
School Name: ______________________________________
Name of Educator: ___________________________________

ARTFORM: Visual Arts GRADE: 8 TERM: 1

DATE: WEEK: 5–6 DURATION:

TOPIC: Visual Literacy

CONTENT/ CONCEPT/ SKILL:

 Art elements: shape/form, texture: conscious application in own work, in crafting a mythological container/any artwork.
 Design principles: balance, proportion, emphasis, contrast
 Spatial awareness: conscious experience of working with shapes in the modelling process
 Modelling techniques: pinching, rolling, joining techniques, surface texture
 Good craftsmanship, exploratory and known techniques

LANGUAGE ACROSS CURRICULUM INCLUSIVITY

(Definitions, Spelling, Terminology, (Simplified activities to address learning barriers )
Vocabulary etc.)
 Group/ pair fast learners with learners who are having barriers to
KEY WORDS: learning
MYTHOLOGY
CRAFT
RELIEF
 Glossary box
 Explanation of concepts
 Definitions of key concepts
 Examples 3-dimensional artwork

TEACHER`S ACTIVITIES LEARNERS` ACTIVITIES

 Facilitate discussion about the elements and principles that  Learners need to read up on mythology from ancient cultures while
they’ve studied last year. looking at visual resources.

 Look at a selection of photographs and/or examples from life,  Answer questions related to functional containers and their functions.
such as a variety of containers with different functions and forms

 Introduce learners to earthenware clay; scratching and modelling  Learn to identify techniques used in modelling of a 3-dimensional
object, e.g. pinching, rolling, joining.
tools
 Show the learners more examples of containers and sculptures  Use correct terminology in analyzing 3-dimensional objects, their
functions and their appearance.
while discussing use of elements and principles
 ASSESSMENT: Strategies (tick √)

Formal task/activity Informal task/activity

√

Form of assessment Assessment

Project Demonstration Dance TOOLS PURPOSE

Simulation Interview Drama Checklist Baseline
Presentation Questionnaire Drawing Grid Diagnostic
Test/Exam Poster /Design Music/song Rubric Formative √
Case study Poetry/rhyme Oral question Oral Answer Summative
Survey Assignment Observation Observation sheet METHOD
Role-play Research Construction Answer sheet Self- assessment √
Investigation Performance Exhibition Score card Peer –assessment
Written work Structured questions Discussion √ Memorandum Group-assessment
Worksheets √ Model making Listening Teacher- assessment
Resource/ Media (Please specify name & page)
Textbook √ Artworks √ Musical instruments: (Drum Other:
Brochure/ pamphlet Booklet Flute/whistle/pipes/recorder
Encyclopaedia TV/Video &Radio Guitar
Worksheet Equipment Keyboard/piano/organ
Transparency Story book(s)/scripts Marimba
Pencils DVD player & DVDs Shakers/scrapers)
Crayons/oil pastels/water Internet √ Sheet music/ledger paper/staff
crayons/colour pencils paper/manuscript paper
Paints & Brushes Magazines/ newspapers Music CD’s
Canvas/white sheets/charts Projector
TEACHER REFLECTION

(General successes/challenges and Intervention)

HOD’s comments
(Input / Monitoring / Support )

HOD`s signature: ___________________________

 CREATIVE ARTS LESSON PLAN
School Name: ______________________________________
Name of Educator: ___________________________________

ARTFORM: Visual Arts GRADE: 8 TERM: 1

DATE: WEEK: 7- 8 DURATION:

TOPIC: Create in 2D

CONTENT/ CONCEPT/ SKILL:

 Art elements: shape/form, texture: conscious application in own work, in crafting a mythological container/any artwork.
 Design principles: balance, proportion, emphasis, contrast
 Spatial awareness: conscious experience of working with shapes in the modelling process
 Modelling techniques: pinching, rolling, joining techniques, surface texture
 Good craftsmanship, exploratory and known techniques
 Planning and preparation: with guidance, collects resources, visual information and makes preliminary drawings and sketches in preparation for
the final project

LANGUAGE ACROSS CURRICULUM INCLUSIVITY

 (Definitions, Spelling, Terminology, Vocabulary etc.) (Simplified activities to address learning barriers )

KEY WORDS:  Group/ pair fast learners with learners who are having barriers to
 Glossary box learning
 Explanation of concepts MYTHOLOGY
 Definitions of key concepts CRAFT
 Examples 3-dimensional artwork
RELIEF

TEACHER`S ACTIVITIES LEARNERS` ACTIVITIES

 Teacher collect examples of objects made of recycled materials  Conscious application in crafting a mythological container/any
and clay (bring to class) artwork
 Practically demonstrate how different materials for sculpture are  Emphasis is on imaginative representation; spatial awareness:
used developing understanding of depth and visual perspective in a
 It is much easier for the learners to construct their designs if they mythological container
have seen how to put things together.  Good craftsmanship, exploratory and known techniques
 Clearly instruct the learners on how their mask or sculpture should
look like.  Planning and preparation: with guidance, collects resources, visual
 Demonstrate carefully the use of the modelling tools. Learners information and makes preliminary drawings and sketches in

need to know how to use scissors, pliers and modelling/craft preparation for the final project

tools
 ASSESSMENT: Strategies (tick √)

Formal task/activity Informal task/activity

√

Form of assessment Assessment

Project Demonstration Dance TOOLS PURPOSE

Simulation Interview Drama Checklist Baseline
Presentation Questionnaire Drawing Grid Diagnostic
Test/Exam Poster /Design Music/song Rubric Formative √
Case study Poetry/rhyme Oral question Oral Answer Summative
Survey Assignment Observation Observation sheet METHOD
Role-play Research Construction Answer sheet Self- assessment √
Investigation Performance Exhibition Score card Peer –assessment
Written work Structured questions Discussion √ Memorandum Group-assessment
Worksheets √ Model making Listening Teacher- assessment
Resource/ Media (Please specify name & page)
Textbook √ Artworks √ Musical instruments: (Drum Other:
Brochure/ pamphlet Booklet Flute/whistle/pipes/recorder
Encyclopaedia TV/Video &Radio Guitar
Worksheet Equipment Keyboard/piano/organ
Transparency Story book(s)/scripts Marimba
Pencils DVD player & DVDs Shakers/scrapers)
Crayons/oil pastels/water Internet √ Sheet music/ledger paper/staff
crayons/colour pencils paper/manuscript paper
Paints & Brushes Magazines/ newspapers Music CD’s
Canvas/white sheets/charts Projector
TEACHER REFLECTION

(General successes/challenges and Intervention)

HOD’s comments
(Input / Monitoring / Support )

HOD`s signature: ___________________________

 CREATIVE ARTS LESSON PLAN
School Name: ______________________________________
Name of Educator: ___________________________________

ARTFORM: Visual Arts GRADE: 8 TERM: 1

DATE: WEEK: 9- 10 DURATION:

TOPIC: Create in 3D

CONTENT/ CONCEPT/ SKILL:

 Art elements: shape/form, texture: conscious application in own work, in crafting a mythological container/any artwork.
 Design principles: balance, proportion, emphasis, contrast
 Spatial awareness: conscious experience of working with shapes in the modelling process
 Modelling techniques: pinching, rolling, joining techniques, surface texture
 Good craftsmanship, exploratory and known techniques
 Planning and preparation: with guidance, collects resources, visual information and makes preliminary drawings and sketches in preparation for
the final project

LANGUAGE ACROSS CURRICULUM INCLUSIVITY

 (Definitions, Spelling, Terminology, Vocabulary etc.) (Simplified activities to address learning barriers )

KEY WORDS:  Some learners may not have the physical strength to work with all
 Glossary box
MYTHOLOGY materials. Adjust the scale or material to suit them, and help them
 Explanation of concepts
 Definitions of key concepts CRAFT find suitable materials.
 Examples 3-dimensional artwork
RELIEF
KNEADING

TEACHER`S ACTIVITIES LEARNERS` ACTIVITIES

 Demonstrate carefully the use of the modelling tools. Learners  learners should make a functional container / mythological container
need to know how to use scissors, pliers and modelling/craft tools or object.
 Explain that mask making and clay work always have to work to a  Learners research mythological objects from the past in order to use
deadline. it in their project/container.
 Remind the learners at regular intervals how far they should be  Cut a piece of clay the size of your fist.
and how much time they have left.  Wedge the clay (kneading)
 If time allows, allow learners the time simply to play and get to  Work on newspaper
know the clay before making their final  Practice modelling the clay to make it stronger and pliable
 Do most of the work with your fingers, but you can shape and
smooth the clay with tools.
 After completing the clay container/object, you can slowly dry the
clay to prevent it from crumbling or cracking.
 While working with clay it is important to keep it covered with a
plastic bag.
 They can paint their artwork when it is dry with
 ASSESSMENT: Strategies (tick √)

Formal task/activity Informal task/activity

√

Form of assessment Assessment

Project Demonstration Dance TOOLS PURPOSE

Simulation Interview Drama Checklist Baseline
Presentation Questionnaire Drawing Grid Diagnostic
Test/Exam Poster /Design Music/song Rubric √ Formative
Case study Poetry/rhyme Oral question Oral Answer Summative √
Survey Assignment Observation Observation sheet METHOD
Role-play Research Construction √ Answer sheet Self- assessment
Investigation Performance Exhibition Score card Peer –assessment
Written work Structured questions Discussion Memorandum Group-assessment
Worksheets Model making √ Listening Teacher- assessment √
Resource/ Media (Please specify name & page)
Textbook Artworks √ Musical instruments: (Drum Other:
Brochure/ pamphlet Booklet Flute/whistle/pipes/recorder
Encyclopaedia TV/Video &Radio Guitar
Worksheet Equipment Keyboard/piano/organ
Transparency Story book(s)/scripts Marimba
Pencils DVD player & DVDs Shakers/scrapers)
Crayons/oil pastels/water Internet Sheet music/ledger paper/staff
crayons/colour pencils paper/manuscript paper
Paints & Brushes Magazines/ newspapers Music CD’s
Canvas/white sheets/charts Projector
TEACHER REFLECTION

(General successes/challenges and Intervention)

HOD’s comments
(Input / Monitoring / Support )

HOD`s signature: ___________________________