FIRST TERM

WEEKLY LESSON PLAN – B9

WEEK 1
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Design
Sub Strand: Creativity, Innovation &
Class: B9 Class Size:
The Design Process
Content Standard:
Indicator:
B9 1.3.1 Demonstrate understanding of
B9 1.3.1.1 Distinguish between creativity
creativity and innovation in terms of the Lesson:
and innovation and their application for
design process and its application in 1 of 1
developing design solutions to problems in
developing design solutions to problems
society
in society
Performance Indicator: Core Competencies:
Learners can describe the differences between creativity PL5.2: PL6.1: CG5.4: PL6.2:
and innovation DL5.3
Key words Creativity, Innovation, Design, Solution
Reference: Creative Arts And Design Curriculum P.g. 44

Phase/Duration Learners Activities Resources

PHASE 1: Display images or short video clips of two scenarios: a
STARTER person brainstorming with sketches and notes
(representing creativity) and another of someone
improving or optimizing a product or process
(representing innovation).

Ask learners to discuss in pairs or small groups what

they observe and hypothesize about the differences
between the two scenes.

Share performance indicators and introduce the lesson

PHASE 2: NEW Divide learners into pairs or small groups. Pictures and
LEARNING charts
Assign each group to use textbooks, online resources,
or other available materials to research and define
'creativity' and 'innovation'.

After research, each group will discuss their findings

and prepare a brief presentation to share with the
class, highlighting the key differences between
creativity and innovation.

Facilitate a class discussion about how creativity and

innovation work together in developing solutions for
societal problems.

Assessment
1. How would you define creativity in your own
 words?
2. What is the primary difference between
creativity and innovation?
3. Can you provide an example of a situation
where innovation improved a creative idea?
4. Why are both creativity and innovation important
when addressing societal problems?
PHASE 3: Summarize the importance of creativity as the birth of
REFLECTION new ideas and innovation as the optimization or
improvement of these ideas.

Emphasize that while they have distinct definitions,

both are vital in problem-solving and design for
society.
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Visual Arts
Class: B9 Class Size: Sub Strand: Media And Techniques
Indicator:
Content Standard:
B9. 2.1.1.1 Explore and identify
B9. 2.1.1. Demonstrate understanding and apply Lesson:
media and techniques used to
media and techniques in casting, assemblage and 1 of 1
create visual artworks by casting,
folding
assemblage and folding
Performance Indicator: Core Competencies:
Learners can explore and identify media and techniques PL5.2: PL6.1: CG5.4: PL6.2:
used to create visual artworks DL5.3
Key words Casting, Assemblage, Folding, Realia
Reference: Creative Arts And Design Curriculum P.g. 46

Phase/Duration Learners Activities Resources

PHASE 1: Display a piece of artwork that combines casting,
STARTER assemblage, and folding.

Ask learners to guess or identify the techniques used

in the artwork.

Draw attention to the new lesson’s content standard

and indicator(s).
PHASE 2: NEW Divide learners into small groups. Pictures and
LEARNING Provide each group with a set of illustrations, pictures, Vidoes
and realia showcasing different tools, materials, and
equipment.

Ask learners to identify and record information on these

tools and materials, focusing on their potential use in
casting, assemblage, or folding.

Allow each group to discuss and share their findings

with the class.

Using the tools and materials from Activity 1, learners

are to test each one, classifying them under casting,
assemblage, or folding based on their findings.

Discuss the reasons for their classifications in their

groups.

Ask each group to display their classified tools and

materials on a table or designated area, creating three
zones: Casting, Assemblage, and Folding.
 Assessment
1. Which technique involves pouring liquid material
into a mold?
2. How would you differentiate between
assemblage and folding based on the tools and
materials used?
3. Why is it important to classify tools and materials
when planning an artwork?
4. Can one tool be used for both casting and
assemblage? Give an example.
PHASE 3: Summarize the key findings from the activities and
REFLECTION discussion. Encourage learners to think about how they
might use these techniques in their own artwork in the
future.
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Music)
Class: B9 Class Size: Sub Strand: Media And Techniques
Content Standard: Indicator:
B9. 2.1.2. Demonstrate knowledge, B9 2.1.2.5 Sing in pitch triads on
understanding and application of Lesson:
all the seven degrees of the scale
triads, chord progression and 1 of 1
horizontally (arpeggios) and
improvisation in music
vertically (harmony)
Performance Indicator: Core Competencies:
Learners can understand and practice singing in pitch triads on PL5.2: PL6.1: CG5.4:
all seven degrees of the scale, both horizontally (as arpeggios) PL6.2: DL5.3
and vertically (as harmony)
Key words Arpeggio, Harmony, Triad, Scale Degree
Reference: Creative Arts And Design Curriculum P.g. 48

Phase/Duration Learners Activities Resources

PHASE 1: Play a familiar song for learners that prominently
STARTER features arpeggios and harmony.

Ask them to listen closely and identify when they hear

individual notes played in succession and when they
hear them played simultaneously.

Draw learner’s attention to the new lesson’s content

standard and indicator(s).
Sing and/or Introduce learners to the concept of an arpeggio, Music box,
perform on explaining it as playing or singing the notes of a chord pictures and
melodic in a sequence. charts
instruments triads
built on all the Play or demonstrate arpeggios for different scale
seven degrees of degrees on a piano or another instrument.
the scale
melodically Have learners practice singing arpeggios for each of
the seven scale degrees in small groups.

Explain the concept of harmony, emphasizing the

simultaneous sounding of two or more notes.

Play or demonstrate harmonized triads on a piano or

another instrument.

Pair up learners and have each pair sing harmonized

triads, with one student singing the root note while the
other sings either the third or the fifth.

Assessment
1. What is the difference between an arpeggio and
a harmony?
2. How many scale degrees are typically in a major
or minor scale?
3. When singing a triad, which scale degrees are
typically involved?
4. How can harmony add depth or emotion to a
piece of music?
PHASE 3: Summarize the importance of arpeggios and harmony
REFLECTION in music.

Encourage learners to listen for these elements in

songs they hear outside of class and to think about
how they can use them in their own singing or music-
making.

Prepared by ………………………………………………………………………

Vetted by:……………………………………Date:…………..Sign ………………..

 FIRST TERM
WEEKLY LESSON PLAN – B9
WEEK 2
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Design
Sub Strand: Creativity, Innovation &
Class: B9 Class Size:
The Design Process
Content Standard:
Indicator:
B9 1.3.1 Demonstrate understanding of
B9 1.3.1.1 Distinguish between creativity
creativity and innovation in terms of the Lesson:
and innovation and their application for
design process and its application in 1 of 1
developing design solutions to problems in
developing design solutions to problems
society
in society
Performance Indicator: Core Competencies:
Learners can describe the differences between creativity and PL5.2: PL6.1: CG5.4: PL6.2:
innovation DL5.3
Key words Creativity, Innovation, Design, Solution

Reference: Creative Arts And Design Curriculum P.g. 44

Phase/Duration Learners Activities Resources

PHASE 1: Display images or short video clips of two scenarios: a
STARTER person brainstorming with sketches and notes
(representing creativity) and another of someone
improving or optimizing a product or process
(representing innovation).

Ask learners to discuss in pairs or small groups what

they observe and hypothesize about the differences
between the two scenes.

Share performance indicators and introduce the lesson

PHASE 2: NEW Divide learners into pairs or small groups. Pictures and
LEARNING charts
Assign each group to use textbooks, online resources,
or other available materials to research and define
'creativity' and 'innovation'.

After research, each group will discuss their findings

and prepare a brief presentation to share with the
class, highlighting the key differences between
creativity and innovation.

Facilitate a class discussion about how creativity and

innovation work together in developing solutions for
societal problems.
 Assessment
1. How would you define creativity in your own
words?
2. What is the primary difference between
creativity and innovation?
3. Can you provide an example of a situation
where innovation improved a creative idea?
4. Why are both creativity and innovation
important when addressing societal problems?
PHASE 3: Summarize the importance of creativity as the birth of
REFLECTION new ideas and innovation as the optimization or
improvement of these ideas.

Emphasize that while they have distinct definitions,

both are vital in problem-solving and design for
society.
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Visual Arts
Class: B9 Class Size: Sub Strand: Media And Techniques
Indicator:
Content Standard:
B9. 2.1.1.1 Explore and identify
B9. 2.1.1. Demonstrate understanding and apply Lesson:
media and techniques used to
media and techniques in casting, assemblage and 1 of 1
create visual artworks by casting,
folding
assemblage and folding
Performance Indicator:
Core Competencies:
Learners can identify media and techniques used to
PL5.2: PL6.1: CG5.4: PL6.2:
create visual artworks by casting, assemblage and
DL5.3
folding.
Key words Casting, Assemblage, Folding, Realia
Reference: Creative Arts And Design Curriculum P.g. 46

Phase/Duration Learners Activities Resources

PHASE 1: Display diverse artworks created using casting,
STARTER assemblage, and folding.

Prompt learners to discuss in small groups which

technique(s) they believe were used for each piece,
laying the groundwork for the day's lesson.

Draw attention to the new lesson’s content standard

and indicator(s).
PHASE 2: NEW Briefly demonstrate the basics of casting, assemblage, Pictures and
LEARNING and folding techniques. Videos

Provide learners with a variety of materials and tools.

Allow them to experiment and create their own
artefacts using one or more of the introduced
techniques.

Set up a gallery walk where learners display their

artworks.

Ensure learners provide both positive feedback and

constructive suggestions, fostering a supportive
creative environment.

Discuss the importance of safety, maintenance, and

sustainability in the art room.

Highlight the appropriate ways to store various tools,

clean different materials, and organize the workspace.
 Instruct learners to apply their knowledge to clean and
restore the art room. They should properly store tools
and materials, ensuring that everything is in its
designated place and that the workspace is safe and
tidy.

Assessment
1. What is the main difference between casting and
folding?
2. How does assemblage differ from the other two
techniques?
3. Why is it important to maintain and safely store
our art tools and materials?
4. How did peer feedback influence or change your
perspective on your artwork?
PHASE 3: Summarize the day's activities, emphasizing the value
REFLECTION of different artistic techniques, the importance of
feedback in the creative process, and the necessity of
maintaining a safe and organized workspace.
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Dance and
Drama)
Class: B9 Class Size: Sub Strand: Media And Techniques
Content Standard: Indicator:
B9. 2.1.3: Demonstrate B9.2.1.3.8 Explore and identify the various
approaches to improvisation, creating Lesson:
understanding and application
harmony/balance and blocking for dance 1 of 1
of media and techniques in
Dance and Drama and drama
Performance Indicator: Core Competencies:
Learners can identify the various approaches to improvisation, PL5.2: PL6.1: CG5.4:
creating PL6.2: DL5.3
harmony/balance and blocking for dance and drama
Key words Improvisation, Harmony/Balance, Blocking, Masking
Reference: Creative Arts And Design Curriculum P.g. 51

Phase/Duration Learners Activities Resources

PHASE 1: Show a short clip from a well-known musical or theater
STARTER production.

Ask learners to observe the actors' movements, the

use of space, and how props are integrated. This will
introduce them to the essence of improvisation,
balance, and blocking in a real-world context.

Draw learner’s attention to the new lesson’s content

standard and indicator(s).
Sing and/or Start by defining 'performance space' and its Music box,
perform on importance. pictures and
melodic Provide learners with a blank stage layout. Ask them charts
instruments triads to label parts they are familiar with.
built on all the
seven degrees of Discuss their labels and then introduce additional parts
the scale of the performance space they might not have
melodically identified.

Initiate a discussion about which body parts are most

expressive in dance and drama.

In groups, learners can improvise short scenes or

dance movements, emphasizing the body parts they
discussed.

Introduce various props and discuss their significance.

Let learners experiment with integrating these props
into their improvised scenes or dance sequences.

Brainstorm learners to explain concepts

• 'masking' (where one actor blocks another),
• 'aside' (a remark made for the audience's
understanding but not heard by other characters),
• 'apron' (the area of the stage closest to the
audience), and  'linear and circular patterns'
in movement.

Encourage learners to incorporate these techniques in

short performances.

Assessment
1. What is the difference between improvisation in
dance and drama?
2. Why is understanding the entire performance
space vital for an actor or dancer?
3. How can props add depth or dimension to a
performance?
4. Define 'masking' and 'aside' and explain their
importance in drama.
PHASE 3: Summarize the importance of arpeggios and harmony
REFLECTION in music.

Encourage learners to listen for these elements in

songs they hear outside of class and to think about
how they can use them in their own singing or music-
making.
Prepared by ………………………………………………………………………

Vetted by:……………………………………Date:…………..Sign ………………..

 Fayol Inc. 0547824419

FIRST TERM
WEEKLY LESSON PLAN – B9
WEEK 3
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Visual Arts
Class: B9 Class Size: Sub Strand: Media And Techniques
Indicator:
Content Standard:
B9. 2.1.1.1 Explore and identify
B9. 2.1.1. Demonstrate understanding and apply Lesson:
media and techniques used to
media and techniques in casting, assemblage and 1 of 1
create visual artworks by casting,
folding
assemblage and folding
Performance Indicator:
Core Competencies:
Learners can identify media and techniques used to
PL5.2: PL6.1: CG5.4: PL6.2:
create visual artworks by casting, assemblage and
DL5.3
folding.
Key words Casting, Assemblage, Folding, Realia
Reference: Creative Arts And Design Curriculum P.g. 46

Phase/Duration Learners Activities Resources

PHASE 1: Display diverse artworks created using casting,
STARTER assemblage, and folding.

Prompt learners to discuss in small groups which

technique(s) they believe were used for each piece,
laying the groundwork for the day's lesson.

Draw attention to the new lesson’s content standard

and indicator(s).
PHASE 2: NEW Briefly demonstrate the basics of casting, assemblage, Pictures and
LEARNING and folding techniques. Videos

Provide learners with a variety of materials and tools.

Allow them to experiment and create their own
artefacts using one or more of the introduced
techniques.

Set up a gallery walk where learners display their

artworks.

Ensure learners provide both positive feedback and

constructive suggestions, fostering a supportive
creative environment.
 Discuss the importance of safety, maintenance, and
sustainability in the art room.

Highlight the appropriate ways to store various tools,

clean different materials, and organize the workspace.

Instruct learners to apply their knowledge to clean and

restore the art room. They should properly store tools
and materials, ensuring that everything is in its
designated place and that the workspace is safe and
tidy.

Assessment
1. What is the main difference between casting and
folding?
2. How does assemblage differ from the other two
techniques?
3. Why is it important to maintain and safely store
our art tools and materials?
4. How did peer feedback influence or change your
perspective on your artwork?
PHASE 3: Summarize the day's activities, emphasizing the value
REFLECTION of different artistic techniques, the importance of
feedback in the creative process, and the necessity of
maintaining a safe and organized workspace.
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Music)
Class: B9 Class Size: Sub Strand: Media And Techniques
Content Standard: Indicator:
B9. 2.1.2. Demonstrate knowledge, B9 2.1.2.5 Sing in pitch triads on
understanding and application of Lesson:
all the seven degrees of the scale
triads, chord progression and 1 of 1
horizontally (arpeggios) and
improvisation in music
vertically (harmony)
Performance Indicator: Core Competencies:
Learners can understand and practice singing in pitch triads on PL5.2: PL6.1: CG5.4:
all seven degrees of the scale, both horizontally (as arpeggios) PL6.2: DL5.3
and vertically (as harmony)
Key words Arpeggio, Harmony, Triad, Scale Degree
Reference: Creative Arts And Design Curriculum P.g. 48

Phase/Duration Learners Activities Resources

PHASE 1: Play a familiar song for learners that prominently
STARTER features arpeggios and harmony.

Ask them to listen closely and identify when they hear

individual notes played in succession and when they
hear them played simultaneously.

Draw learner’s attention to the new lesson’s content

standard and indicator(s).
 Introduce learners to the concept of an arpeggio, Music box,
explaining it as playing or singing the notes of a chord pictures and
in a sequence. charts

Play or demonstrate arpeggios for different scale

degrees on a piano or another instrument.

Have learners practice singing arpeggios for each of

the seven scale degrees in small groups.

Explain the concept of harmony, emphasizing the

simultaneous sounding of two or more notes.

Play or demonstrate harmonized triads on a piano or

another instrument.

Pair up learners and have each pair sing harmonized

triads, with one student singing the root note while the
other sings either the third or the fifth.

Assessment
1. What is the difference between an arpeggio and
a harmony?
2. How many scale degrees are typically in a major
or minor scale?
3. When singing a triad, which scale degrees are
typically involved?
4. How can harmony add depth or emotion to a
piece of music?
PHASE 3: Summarize the importance of arpeggios and harmony
REFLECTION in music.

Encourage learners to listen for these elements in

songs they hear outside of class and to think about
how they can use them in their own singing or music-
making.
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Dance and
Drama)
Class: B9 Class Size: Sub Strand: Media And Techniques
Content Standard: Indicator:
B9. 2.1.3 Demonstrate B9.2.1.3.9 Experiment and practice by using
Lesson:
understanding and application the techniques of improvisation, creation of
1 of 1
of media and techniques in harmony/balance and blocking in dance and
Dance and Drama drama
Performance Indicator: Core Competencies:
Learners can understand the concept of harmony and balance, PL5.2: PL6.1: CG5.4:
and practice blocking effectively in dance and drama scenarios. PL6.2: DL5.3
Key words Improvisation, Harmony, Blocking, and Posture.
Reference: Creative Arts And Design Curriculum P.g. 48

Phase/Duration Learners Activities Resources

PHASE 1: Play a short piece of music. Let learners move freely
STARTER around the room.

When the music stops, shout a keyword, e.g., "Swim!"

or "Fight!" Learners freeze in a pose that represents
that keyword.

Draw learner’s attention to the new lesson’s content

standard and indicator(s).
 Divide learners into small groups. Music box,
Call out the various movements like walking, running, pictures and
crouching, swimming, fighting, etc. charts

Encourage learners to improvise and perform the

movements using dramatic flair and exaggerated
postures.

Rotate the movements, allowing for each group to try

multiple ones.

Introduce stage directions: DR (Down Right), UL (Up

Left), DC (Down Center), DL (Down Left), CC (Center
Center).

Ask learners to move according to these directions,

ensuring they understand each position.

Introduce stage profiles: open profile, close profile, full

back, and full front.
Lastly, introduce positions: 1st, 2nd, 3rd, 4th. Let
learners practice transitioning between these positions
fluidly.

ASSESSMENT
Keeping the learners in their groups, ask each group to
create a group artwork in place or in motion with stage
balance/harmony in mind and use appropriate
language to give supportive and informative peer- and
self-evaluation.

Encourage learners to ensure their scenes have

harmony and balance, meaning no part of the stage
should feel "too empty" or "too crowded."
PHASE 3: Discuss the importance of stage presence, harmony,
REFLECTION and improvisation in drama.

Encourage learners to notice these elements when

they watch plays or movies.

Prepared by ………………………………………………………………………

Vetted by:……………………………………Date:…………..Sign ………………..

 FIRST TERM
WEEKLY LESSON PLAN – B9
WEEK 4
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Visual Arts
Class: B9 Class Size: Sub Strand: Media And Techniques
Content Standard:
Indicator:
B9. 2.1.1. Demonstrate
B9. 2.1.1.2 Experiment by using Lesson:
understanding and apply media and
techniques in casting to create visual 1 of 1
techniques in casting, assemblage
artworks
and folding
Performance Indicator: Core Competencies:
Learners can experiment by using techniques in casting Decision Making Creativity,
to create visual artworks Innovation
Communication
Key words Casting, Filled-in, hump, hollow
Reference: Creative Arts And Design Curriculum P.g. 47

Phase/Duration Learners Activities Resources

PHASE 1: Begin by showcasing a few artworks created using
STARTER different casting techniques. Ask learners: "What
differences can you spot in these artworks?"

Draw attention to the new lesson’s content standard

and indicator(s).
PHASE 2: NEW Engage learners to discuss each casting technique: Pictures and
LEARNING filled-in, hump, and hollow. Videos
1. Filled-in Casting:
The mold is entirely filled with material, producing a solid
piece.
- Example: Pouring melted metal into a mold to create a solid
metal figurine.

2. Hump Casting:
Material is draped over an external mold shape.
- Example: Draping clay over a dome-shaped mold to create
a bowl.

3. Hollow Casting:
Material forms a shell on the mold's inner surface,
resulting in a hollow piece. - Example: Pouring liquid
latex into a face-shaped mold and pouring out the excess
to create a hollow mask.
 Show examples of each technique and demonstrate a
basic version of each method using easily available
materials like plaster.

Distribute materials to learners and ask them to design

their own artworks. Encourage sketches or rough drafts
before they begin casting.

Learners should choose their preferred casting

technique and start creating their artworks.

Allow learners to display their finished pieces in a

designated area. Encourage them to walk around,
observe others' works, and think of constructive
feedback for their peers.

Display cast artworks for appreciation, reflection and

review using peer- and self-evaluation for feedback.
Examples of art specific language vocabulary: form,
casting, hump and hollow.

Assessment
1. Can you explain the difference between the
filled-in and hollow casting techniques?
2. Which casting method might be best for creating
a bowl? Why?
3. How does the hump casting technique differ in
appearance from the hollow method?
4. Why is it important to choose the appropriate
casting technique for a specific design or artwork?
PHASE 3: Summarize the day's activities, emphasizing the value
REFLECTION of different artistic techniques, the importance of
feedback in the creative process, and the necessity of
maintaining a safe and organized workspace.

Week Ending: DAY: Subject: Creative Arts And Design

Duration: 60MINS Strand: Performing Arts (Dance and
Drama)
Class: B9 Class Size: Sub Strand: Creative and Aesthetic
Expression
Content Standard: Indicator:
Lesson:
B9 2.2.3 Producing a dance B9.2.2.3.7 Perform an original dance drama
1 of 1
drama and/or one act play on socio-cultural issues
Performance Indicator: Core Competencies:
Learners can create an original dance drama or one-act play that Decision Making Creativity,
explores a specific socio-cultural issue. Innovation Communication
Key words Sanitation, energy, conservation, socio-cultural.
Reference: Creative Arts And Design Curriculum P.g. 85

Phase/Duration Learners Activities Resources

PHASE 1: Begin the lesson with a thought-provoking question or
STARTER statement related to socio-cultural issues, such as:
"Why is it important to address socio-cultural issues in
our community?"

Discuss the responses as a class and create a mind

map on chart paper to record learners' ideas.

Draw learner’s attention to the new lesson’s content

standard and indicator(s).
Brainstorm learners to list potential socio-cultural Music box,
issues (e.g., sanitation, energy conservation) and pictures and
briefly introduce each one. charts

In small groups, have learners select an issue they are

passionate about and want to address through their
dance drama or one-act play.

In their groups, learners will brainstorm ideas for their

original dance drama or one-act play, incorporating
the selected issue.

Encourage them to create a script or choreography

that highlights the issue, its impact, and potential
solutions.

Provide guidance and support as needed, ensuring

that each group has a clear plan for their performance.

Allocate time for groups to rehearse and refine their

performances.

Encourage creativity in costume design, use of props,

and selection of music.

Invite a selected audience, which may include other

 learners, teachers, or parents, to watch the
performances.
PHASE 3: Have a class discussion where learners share their
REFLECTION reflections and insights from the assessment
questions.

Encourage them to consider how they can take action

to address the socio-cultural issue they explored.

Prepared by ………………………………………………………………………

Vetted by:……………………………………Date:…………..Sign ………………..

 FIRST TERM
WEEKLY LESSON PLAN
WEEK 5
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Design
Sub Strand: Creativity, Innovation And
Class: B9 Class Size:
The Design Process
Content Standard:
B9 1.3.1 Demonstrate understanding of Indicator:
creativity and innovation in terms of B9 1.3.1.2 Demonstrate understanding Lesson:
the design process and its application of the design process in relation to 1 of 1
in developing design solutions to creativity and innovations in design
problems in society
Performance Indicator: Core
Learners can recognize the importance of the design process in Competencies:
fostering creativity and innovation and apply knowledge of the Decision Making
design process in creative problem solving. Creativity, Innovation
Communication
Key words Design Process, Creativity, Innovation, Problem Solving
Reference: Creative Arts And Design Curriculum P.g. 44

Phase/Duration Learners Activities Resources

PHASE 1: Display a variety of everyday items (e.g., a chair, a cup,
STARTER a pencil).
Ask learners: "How do you think these items were
created? What steps did the designers take to come up
with these final products?"

Draw attention to the new lesson’s content standard

and indicator(s).
PHASE 2: NEW Research and record the concept, importance, and Pictures and
LEARNING application of the design process in creative problem Videos
solving.

Divide learners into groups and assign each group a

specific topic: the concept of the design process, its
importance, or its application in problem solving.

Using available resources (books, internet, etc.),

learners should research and make notes on their topic.

Each group will prepare a brief presentation or a poster

summarizing their findings.
 Reflect on and discuss the findings. Groups present
their findings to the class.

Open the floor for questions and discussion, after each

presentation. Encourage learners to reflect on the
information
presented and how it relates to the objects shown at
the start of the lesson.

Assessment
1. What is the design process, and why is it
important in creating products?
2. How does the design process foster creativity?
3. Why is the design process crucial for innovation?
4. Give an example of a problem that can be solved
using the design process.
PHASE 3: Use peer discussion and effective questioning to find
REFLECTION out from learners what they have learnt during the
lesson.
Take feedback from learners and summarize the
lesson.
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Visual Arts
Class: B9 Class Size: Sub Strand: Media And Techniques
Content Standard:
Indicator:
B9. 2.1.1. Demonstrate
B9 2.1.1.3 Apply artistic techniques in Lesson:
understanding and apply media and
folding by using available media to make 1 of 1
techniques in casting, assemblage
creative artworks.
and folding
Performance Indicator: Core
Learners can recognize artists known for using folding techniques in Competencies:
their artworks and apply these folding techniques to create their Decision Making
own creative artworks Creativity, Innovation
Communication
Key words Creasing, Pleating, Knotting, Origami
Reference: Creative Arts And Design Curriculum P.g. 47

Phase/Duration Learners Activities Resources

PHASE 1: Display various folded artworks, ranging from simple
STARTER origami pieces to intricate pleated fabric designs.

Ask learners: "What similarities do you see in these

artworks? How do you think they were created?"

Draw attention to the new lesson’s content standard

and indicator(s).
PHASE 2: NEW Identify the techniques in folding such as creasing, Pictures and
LEARNING pleating, knotting. Demonstrate each technique using Videos
paper or fabric, emphasizing the differences between
them.

Provide learners with materials and guide them in

practicing each technique, ensuring they get hands-on
experience.

Guide learners to research artists who use folding

techniques in their artwork.
Divide learners into small groups and assign each
group a specific artist or art style that uses folding
techniques (e.g., origami masters, fabric designers,
etc.).
 Using available resources (books, internet, etc.),
learners should research their assigned topic and
prepare a brief presentation about the artist and their
works.

Each group will present their findings to the class,

showcasing the artist's work and the folding techniques
they utilize.

Apply learned folding techniques to create individual

artworks. Provide learners with various materials
(paper, fabric, etc.) and encourage them to use their
creativity to make an original artwork using the folding
techniques they've learned.

Display the artworks around the classroom and allow

learners to appreciate each other's creations.

Assessment
1. Name the three folding techniques discussed in
class.
2. Which folding technique involves intricate bends
without actually joining two ends?
3. Can you name an artist or art style known for
utilizing folding techniques?
4. How can the pleating technique be used in both
paper and fabric art?
PHASE 3: Use peer discussion and effective questioning to find
REFLECTION out from learners what they have learnt during the
lesson.
Take feedback from learners and summarize the
lesson.
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Music)
Class: B9 Class Size: Sub Strand: Creative and Aesthetic
Expression
Content Standard: Indicator:
B9. 2.2.2. Exhibit competences B9.2.2.2.4 Design and produce own musical
Lesson:
in the application of the design work that reflects a range of different times
1 of 1
process to produce and display and cultures that promote and sensitize the
own creative musical work. public on emerging topical issues
Performance Indicator:
Core Competencies:
Learners can recognize musical works that address emerging
Decision Making Creativity,
topical issues from various African cultures and design their own
Innovation Communication
musical piece that highlights a chosen issue.
Key words Topical Issues, Sensitize, Rehearsal, Indigenous
Reference: Creative Arts And Design Curriculum P.g. 85

Phase/Duration Learners Activities Resources

PHASE 1: Play snippets from various songs that address societal
STARTER issues from different cultures and times. Ask learners:
"What do you think these songs are about? Why are
such songs important?"

Draw learner’s attention to the new lesson’s content

standard and indicator(s).
Have learners research and select musical works from Music box,
the African continent that address topical issues. pictures and
charts
Divide learners into groups and assign each group a
topical issue (e.g., climate change, sanitation,
democracy).

Using available resources (books, internet, etc.),

learners should find and select songs that address
their given topic.

Each group will present a summary of their findings,

playing excerpts from chosen songs and explaining the
song's context, message, and cultural background.

Design a musical piece on a chosen issue.

Using inspiration from the researched songs, groups
should design their own musical work.
 Create a rehearsal plan for performing the designed
musical works. Groups will draft a rehearsal plan,
identifying and allocating time to different aspects
such as singing, drumming, dancing, costume
planning, and venue setup.

Encourage learners to think about the logistics of their

performance, ensuring that every aspect of their
musical piece is practiced and polished.

Assessment
1. Why is it important for musicians to address
emerging societal issues in their works?
2. Name two topical issues addressed in
indigenous African music. 3. How can music help in
sensitizing the public about challenges like climate
change or sanitation?
4. Why is planning and rehearsing important before
performing a musical piece?
PHASE 3: Use peer discussion and effective questioning to find
REFLECTION out from learners what they have learnt during the
lesson.
Take feedback from learners and summarize the
lesson.

Prepared by ………………………………………………………………………

Vetted by:……………………………………Date:…………..Sign ………………..

 FIRST TERM
WEEKLY LESSON PLAN
WEEK 6
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Design
Sub Strand: Creativity, Innovation And
Class: B9 Class Size:
The Design Process
Content Standard:
B9 1.3.1 Demonstrate understanding of Indicator:
creativity and innovation in terms of B9 1.3.1.2 Demonstrate understanding Lesson:
the design process and its application of the design process in relation to 1 of 1
in developing design solutions to creativity and innovations in design
problems in society
Performance Indicator: Core
Learners can recognize the importance of the design process in Competencies:
fostering creativity and innovation and apply knowledge of the Decision Making
design process in creative problem solving. Creativity, Innovation
Communication
Key words Design Process, Creativity, Innovation, Problem Solving
Reference: Creative Arts And Design Curriculum P.g. 44

Phase/Duration Learners Activities Resources

PHASE 1: Display a variety of everyday items (e.g., a chair, a cup,
STARTER a pencil).
Ask learners: "How do you think these items were
created? What steps did the designers take to come up
with these final products?"

Draw attention to the new lesson’s content standard

and indicator(s).
PHASE 2: NEW Research and record the concept, importance, and Pictures and
LEARNING application of the design process in creative problem Videos
solving.

Divide learners into groups and assign each group a

specific topic: the concept of the design process, its
importance, or its application in problem solving.

Using available resources (books, internet, etc.),

learners should research and make notes on their topic.

Each group will prepare a brief presentation or a poster

summarizing their findings.
 Reflect on and discuss the findings. Groups present
their findings to the class.

Open the floor for questions and discussion, after each

presentation. Encourage learners to reflect on the
information
presented and how it relates to the objects shown at
the start of the lesson.

Assessment
1. What is the design process, and why is it
important in creating products?
2. How does the design process foster creativity?
3. Why is the design process crucial for innovation?
4. Give an example of a problem that can be solved
using the design process.
PHASE 3: Ask learners to do the following by ways of reflecting on
REFLECTION the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Visual Arts
Class: B9 Class Size: Sub Strand: Media And Techniques
Content Standard:
Indicator:
B9. 2.1.1. Demonstrate
B9 2.1.1.3 Apply artistic techniques in Lesson:
understanding and apply media and
folding by using available media to make 1 of 1
techniques in casting, assemblage
creative artworks.
and folding
Performance Indicator:
Core Competencies:
Learners can recognize artists known for using folding
Decision Making Creativity,
techniques in their artworks and apply these folding
Innovation Communication
techniques to create their own creative artworks.
Key words Creasing, Pleating, Knotting, Origami

Reference: Creative Arts And Design Curriculum P.g. 47

Phase/Duration Learners Activities Resources

PHASE 1: Display various folded artworks, ranging from simple
STARTER origami pieces to intricate pleated fabric designs. Ask
learners: "What similarities do you see in these
artworks? How do you think they were created?"

Draw attention to the new lesson’s content standard

and indicator(s).
PHASE 2: NEW Identify the techniques in folding such as creasing, Pictures and
LEARNING pleating, knotting. Videos

Demonstrate each technique using paper or fabric,

emphasizing the differences between them.

Provide learners with materials and guide them in

practicing each technique, ensuring they get hands-on
experience.

Research artists who use folding techniques in their

artwork. Divide learners into small groups and assign
each group a specific artist or art style that uses
folding techniques (e.g., origami masters, fabric
designers, etc.).

Using available resources (books, internet, etc.),

learners should research their assigned topic and
 prepare a brief presentation about the artist and their
works.

Each group will present their findings to the class,

showcasing the artist's work and the folding techniques
they utilize.

Apply learned folding techniques to create individual

artworks.

Provide learners with various materials (paper, fabric,

etc.) and encourage them to use their creativity to
make an original artwork using the folding techniques
they've learned.

Display the artworks around the classroom and allow

learners to appreciate each other's creations.

Assessment
1. Name the three folding techniques discussed in
class.
2. Which folding technique involves intricate bends
without actually joining two ends?
3. Can you name an artist or art style known for
utilizing folding techniques?
4. How can the pleating technique be used in both
paper and fabric art?
PHASE 3: Ask learners to do the following by ways of reflecting on
REFLECTION the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Dance and
Drama)
Class: B9 Class Size: Sub Strand: Creative and Aesthetic
Expression
Content Standard: Indicator:
Lesson:
B9. 2.2.3 Producing a Dance B9.2.2.3.8 Post-performance analysis of the
1 of 1
Drama original dance drama and/ or one act play
Performance Indicator:
Core Competencies:
Learners can critically analyze the performances created by
Decision Making Creativity,
themselves, with a focus on their representation of socio-cultural
Innovation Communication
issues and the effectiveness of their message.
Key words Topical Issues, Sensitize, Rehearsal, Indigenous, Choreography
Reference: Creative Arts And Design Curriculum P.g. 85

Phase/Duration Learners Activities Resources

PHASE 1: Play a short clip of a famous dance drama or one-act
STARTER play that addresses a socio-cultural issue.

Ask students to discuss the main issue being portrayed

and how effectively it was communicated.

Draw learner’s attention to the new lesson’s content

standard and indicator(s).
 Ask learners to share their feelings about their Music box,
performance. pictures and
What went well? charts
What challenges did they face?
What feedback did they receive from the audience?

Discuss the core components of the performance:

script, choreography, costumes, props, music, etc.
How did each element contribute to highlighting the
socio-cultural issue?

In their performance groups, learners will discuss and

analyze their performance, focusing on the
effectiveness of their message, audience engagement,
and areas for improvement.

Groups swap and watch each other's recorded

performances (if available). They then provide
constructive feedback, focusing on how well the socio-
cultural issue was communicated and the overall
impact of the performance.

As a class, discuss common themes and differences

among the various performances. Highlight standout
moments that particularly resonated.

Encourage learners to express their feelings and

insights through a brief writing exercise, drawing, or
another form of creative expression.
PHASE 3: Have a class discussion where learners share their
REFLECTION reflections and insights from the assessment
questions.

Encourage them to consider how they can take action

to address the socio-cultural issue they explored.

Prepared by ………………………………………………………………………

Vetted by:……………………………………Date:…………..Sign ………………..

 FIRST TERM
WEEKLY LESSON PLAN
WEEK 7
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Visual Arts
Sub Strand: Creative and Aesthetic
Class: B9 Class Size:
Expression
Content Standard:
Indicator:
B9. 2.2.1.Exhibit art works produced
B9. 2.2.1.1 Design and produce own
from competences and skills acquired Lesson:
visual artworks that reflect a range of
from the application of the philosophies, 1 of 1
different times, cultures and topical
designs and processes learnt from
issues
different times and cultures
Performance Indicator: Core Competencies:
Learners can appreciate the elements of design present in Decision Making Creativity,
artworks from different times and cultures. Innovation Communication
Key words Composition, Elements of Design, Media, Techniques

Reference: Creative Arts And Design Curriculum P.g. 47

Phase/Duration Learners Activities Resources

PHASE 1: Display an artwork from a well-known artist from a
STARTER different time or culture (e.g., a piece by Frida Kahlo or
an ancient Egyptian mural).

Ask learners to identify and list elements they observe

in the artwork.

Draw attention to the new lesson’s content standard

and indicator(s).
PHASE 2: NEW Learners select an artist or artwork from a different Pictures and
LEARNING time or culture of their choice. Videos

Using various resources (books, internet, etc.), they

research and document the elements of design used in
the artworks such as color, media, techniques,
composition, and content.

In groups, learners discuss the artist or artwork they

selected, sharing their findings with their peers.

Each student prepares a short visual presentation

showcasing the artwork, highlighting the elements of
design they've researched.
 Assessment
 Which artist or artwork did you select and why?
• Describe two key elements of design you noticed
in the artwork.
• How does the culture or time period influence
the techniques and media used in the artwork?
• What was the most surprising thing you learned
about your selected artwork or artist?
PHASE 3: Ask learners to do the following by ways of reflecting on
REFLECTION the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Music)
Class: B9 Class Size: Sub Strand: Creative and Aesthetic
Expression
Content Standard: Indicator:
B9. 2.2.2. Exhibit competences in the B9. 2.2.2.5 Plan and display own
application of the design process to and others’ musical works within
Lesson:
produce and display own creative the African continent that promote
1 of 1
musical work that reflect a range of and sensitize the public on
different times, cultures and topical emerging topical issues
issues
Performance Indicator: Core Competencies:
Learners can create their own musical pieces that address a Decision Making Creativity,
current topical issue within the African continent. Innovation Communication
Key words Original Composition, African Context, Musical Expression, Public
Awareness
Reference: Creative Arts And Design Curriculum P.g. 85

Phase/Duration Learners Activities Resources

PHASE 1: Share a brief story or news article about a current
STARTER event or issue in Africa. Discuss learners' feelings and
thoughts about the issue.

Draw learner’s attention to the new lesson’s content

standard and indicator(s).
 Learners brainstorm topical issues they're Music box,
passionate about. They then choose an issue they'd pictures and
like to address through their music. charts

Provide learners with resources and guidance on

songwriting. Encourage them to draft lyrics, melodies,
or rhythms that convey their message.

Learners pair up or form small groups to share their

compositions and receive constructive feedback.

Learners refine their compositions based on feedback

and prepare for a class performance.

Host a class "concert" where each student or group

performs their piece, promoting awareness about their
chosen topical issue.

Assessment

Which topical issue did you choose for your musical

piece and why?
How did you use music to convey the message or
emotion about your chosen issue?
What challenges did you face while creating your
musical piece?
How did peer feedback influence your final
composition?
PHASE 3: Have a class discussion where learners share their
REFLECTION reflections and insights from the assessment
questions.

Encourage them to consider how they can take action

to address the socio-cultural issue they explored.

Prepared by ………………………………………………………………………

Vetted by:……………………………………Date:…………..Sign ………………..

 FIRST TERM
WEEKLY LESSON PLAN
WEEK 8
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Design
Sub Strand: Creativity, Innovation And
Class: B9 Class Size:
The Design Process.
Content Standard:
Indicator:
B9 1.3.1 Demonstrate understanding
B9 1.3.1.3 Demonstrate ability to apply
of creativity and innovation in terms Lesson:
the design process to create artefacts
of the design process, and its 1 of 1
that solve specific problems in the local
application in developing design
community
solutions to problems in society
Performance Indicator: Core Competencies:
Learners can demonstrate the ability to apply the design Decision Making Creativity,
process to create artefacts that solve specific problems in the Innovation Communication
local community.
Key words Design process, Artefacts, Creativity, Local community
Reference: Creative Arts And Design Curriculum P.g. 45

Phase/Duration Learners Activities Resources

PHASE 1: Begin with a thought-provoking question: "Think about
STARTER a problem in our local community that you wish could
be solved. What is the problem, and how do you
imagine a solution to it?"

Encourage learners to share their ideas.

Draw attention to the new lesson’s content standard

and indicator(s).
PHASE 2: NEW Explain the design process as a systematic approach to Pictures and
LEARNING problemsolving, which involves defining the problem, Videos
brainstorming solutions, creating a prototype, and
testing it.

Discuss the importance of identifying specific problems

in the local community that learners wish to address.

Encourage learners to share their thoughts and

experiences related to community issues.

Discuss the role of creativity and innovation in the

 design process. Emphasize the need for thinking
outside the box and coming up with inventive solutions
to local problems.

Divide the class into groups and assign each group a

local community problem to address.

Guide learners through the design process: define the

problem, brainstorm solutions, create a prototype (if
feasible), and discuss how they would test their
solution.

Assessment
1. Can you identify a specific problem in the local
community that you'd like to address? Describe the
problem and your proposed solution.
2. How does creativity and innovation play a role in
the design process for solving community problems?
PHASE 3: Ask learners to do the following by ways of reflecting on
REFLECTION the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Visual Arts
Sub Strand: Creative and Aesthetic
Class: B9 Class Size:
Expression
Content Standard:
B9. 2.2.1.Exhibit art works produced Indicator:
from competences and skills B9. 2.2.1.1 Design and produce own
Lesson:
acquired from the application of the visual artworks that reflect a range of
1 of 1
philosophies, designs and processes different times, cultures and topical
learnt from different times and issues
cultures
Performance Indicator: Core Competencies:
Learners can apply the understanding of design elements Decision Making Creativity,
from researched artworks in creating a personal artwork. Innovation Communication
Key words Inspiration, Art-specific Language, Personal Artwork, Peer Evaluation

Reference: Creative Arts And Design Curriculum P.g. 47

Phase/Duration Learners Activities Resources

PHASE 1: Show a modern artwork that is clearly inspired by past
STARTER cultures or time periods (e.g., a contemporary artwork
using Renaissance techniques).

Discuss how artists can draw inspiration from the past.

Draw attention to the new lesson’s content standard

and indicator(s).
PHASE 2: NEW Using their research from Lesson Plan 1, learners will Pictures and
LEARNING plan and start creating their own artwork, incorporating Videos
elements of design inspired by their selected artist or
artwork.

Once they've made progress, learners will pair up or

form small groups to review each other's work.

Using art-specific language vocabulary such as form,

line, texture, color, shape, unity, balance, etc., they
provide feedback to their peers.

Learners will use the peer feedback and their personal

reflections to further refine their artwork. They'll
document their design process and choices.

Learners display their finished artworks in the

classroom, accompanied by a brief description
highlighting the inspiration and the design elements
 they incorporated.

Assessment
1. How did your selected artwork or artist inspire
your personal artwork?
2. Which two art-specific vocabulary words best
describe your artwork and why?
3. How did you decide on the composition and
media for your artwork?
PHASE 3: Ask learners to do the following by ways of reflecting on
REFLECTION the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Dance and
Drama)
Class: B9 Class Size: Sub Strand: Creative and Aesthetic
Expression
Indicator:
Content Standard:
B9.2.2.3.9. Organize an appreciation and
B9. 2.2.3: Producing a Lesson:
appraisal of own and others’ dance and drama
Dance 1 of 1
artworks that reflect a range of
Drama
different times, cultures and topical issues
Performance Indicator: Core Competencies:
Learners can appreciate and appraise of one's own and Decision Making Creativity, Innovation
others' dance and drama artworks Communication
Key words Appreciation, Appraisal, Dance, Drama
Reference: Creative Arts And Design Curriculum P.g. 56

Phase/Duration Learners Activities Resources

PHASE 1: Begin with a short video clip or performance of a
STARTER dance or drama artwork that represents a specific
time, culture, or topical issue.

After the presentation, ask learners to share their

initial thoughts and feelings about the performance.

Draw learner’s attention to the new lesson’s content

standard and indicator(s).
 Define the terms "appreciation" and "appraisal" in the Music box,
context of dance and drama artworks. pictures and
charts
Explain the importance of critically evaluating and
valuing artistic expressions.

Show or present various dance and drama artworks

that represent different times, cultures, or topical
issues.

Encourage learners to observe, analyze, and discuss

the elements that make each performance unique.

Divide the class into groups and assign each group a

specific artwork to analyze.

In their groups, learners should discuss and answer

questions related to the performance's themes,
cultural context, and the emotions it conveys.

Have learners organize an art exhibition where they

showcase their own dance and drama artworks that
reflect various times, cultures, and topical issues.

Encourage learners to provide descriptions and

explanations of their pieces.

Assessment
1. What does it mean to appreciate and appraise
dance and drama artworks?
2. Can you identify a dance or drama performance
that resonated with you during the lesson? What
aspects of the performance stood out?
3. During the art exhibition, what was the most
interesting or impactful artwork you encountered,
and why?
PHASE 3: Ask learners to do the following by ways of reflecting
REFLECTION on the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?

Prepared by ………………………………………………………………………

Vetted by:……………………………………Date:…………..Sign ………………..

 FIRST TERM
WEEKLY LESSON PLAN
WEEK 9
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Design
Sub Strand: Creativity, Innovation And
Class: B9 Class Size:
The Design Process.
Content Standard:
Indicator:
B9 1.3.1 Demonstrate understanding
B9 1.3.1.3 Demonstrate ability to apply
of creativity and innovation in terms Lesson:
the design process to create artefacts
of the design process, and its 1 of 1
that solve specific problems in the local
application in developing design
community
solutions to problems in society
Performance Indicator: Core Competencies:
Learners can demonstrate the ability to apply the design Decision Making Creativity,
process to create artefacts that solve specific problems in the Innovation Communication
local community.
Key words Design process, Artefacts, Creativity, Local community
Reference: Creative Arts And Design Curriculum P.g. 45

Phase/Duration Learners Activities Resources

PHASE 1: Begin with a thought-provoking question: "Think about
STARTER a problem in our local community that you wish could
be solved. What is the problem, and how do you
imagine a solution to it?"

Encourage learners to share their ideas.

Draw attention to the new lesson’s content standard

and indicator(s).
PHASE 2: NEW Explain the design process as a systematic approach to Pictures and
LEARNING problemsolving, which involves defining the problem, Videos
brainstorming solutions, creating a prototype, and
testing it.

Discuss the importance of identifying specific problems

in the local community that learners wish to address.

Encourage learners to share their thoughts and

experiences related to community issues.

Discuss the role of creativity and innovation in the

 design process. Emphasize the need for thinking
outside the box and coming up with inventive solutions
to local problems.

Divide the class into groups and assign each group a

local community problem to address.

Guide learners through the design process: define the

problem, brainstorm solutions, create a prototype (if
feasible), and discuss how they would test their
solution.

Assessment
1. Can you identify a specific problem in the local
community that you'd like to address? Describe the
problem and your proposed solution.
2. How does creativity and innovation play a role in
the design process for solving community problems?
PHASE 3: Ask learners to do the following by ways of reflecting on
REFLECTION the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Visual Arts
Sub Strand: Connections In Local And
Class: B9 Class Size:
Global Cultures
Content Standard: Indicator:
B9. 2.2.1. Demonstrate the skill to B9. 2.3.1.1. Identify, discuss, and
correlate and generate ideas from analyze creative artworks of African Lesson:
creative artworks of African artists that visual artists that reflect their 1 of 1
reflect a range of different times, background, influence and way of
cultures and topical issues solving continental issues
Performance Indicator: Core Competencies:
Learners can identify, discuss, and analyze creative artworks Decision Making Creativity,
of African visual artists Innovation Communication
Key words African visual artists, Background, Influences, Continental issues
Reference: Creative Arts And Design Curriculum P.g. 47

Phase/Duration Learners Activities Resources

PHASE 1: Begin with a slideshow or display of artworks from
STARTER prominent African visual artists.

Ask learners to share their initial reactions and

thoughts about the artworks. Encourage them to notice
patterns, themes, and styles.

Draw attention to the new lesson’s content standard

and indicator(s).
PHASE 2: NEW Showcase artworks from various African visual artists, Slideshow or
LEARNING representing different disciplines (painting, sculpture, display of
photography, etc.). artworks

Facilitate a guided discussion on the elements, styles,

and themes present in the artworks.

Assign learners to scout for information on prominent

African visual artists.
Example: Tribe, Education, Philosophy and
Competition/ Exhibition,
Achievements etc. (Ablade Glover, Dorothy Amenuke,
Saka Aquaye, etc

Have them gather details about the artists'

background, influences, and the themes addressed in
their artworks.

In small groups, have learners classify the gathered

 information based on disciplines (painting, sculpture,
etc.).

Facilitate group discussions on commonalities and

differences among the artists.

Discuss how African visual artists use their work to

address continental issues such as identity, social
justice, environmental concerns, etc.

Encourage critical analysis of specific artworks in

relation to the identified issues.

Allow learners to choose one African visual artist from

the list and explore their artworks in more detail.

Have each student present their chosen artist and

artwork to the class, explaining the artist's background
and influences.
PHASE 3: Ask learners to do the following by ways of reflecting on
REFLECTION the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts (Music)
Sub Strand: Connections In Local And
Class: B9 Class Size:
Global Cultures
Content Standard: Indicator:
B9. 2.3.2: Demonstrate the skill toB9. 2.3.2.3. Distinguish different ways
Lesson:
correlate African music that reflect
musical works of African art composers
1 of 1
the history, culture and topical reflect the history, culture, environment
issues and topical issues
Performance Indicator: Core Competencies:
Learners can appreciate and appraise of one's own and others' Decision Making Creativity,
dance and drama artworks Innovation Communication
Key words Musical Reflections, African Art Composers, Topical Issues,
Transcription
Reference: Creative Arts And Design Curriculum Pg. 56

Phase/Duration Learners Activities Resources

PHASE 1: Begin with a brief listening session featuring excerpts
STARTER from musical works by Akin Euba and J. H. K. Nketia.

Ask learners to share their initial impressions and any

observations about the music.

Draw learner’s attention to the new lesson’s content

standard and indicator(s).
Provide background information on Akin Euba and J. H. Music box,
K. Nketia, emphasizing their contributions to African pictures and
music and their distinct styles. charts, Musical
excerpts by
Play selected musical pieces by both composers, Akin Euba and
ensuring a diverse range that reflects their individual J. H. K. Nketia
styles and themes.

Encourage learners to jot down their initial thoughts

and feelings about each composition.

Facilitate a class discussion on the observations made

during the listening session.

Explore how elements of history, culture, and

environment are reflected in the musical works of Akin
Euba and J. H. K. Nketia.

Guide learners in a comparative analysis of the two

 composers. Discuss similarities and differences in their
approaches to musical expression and the themes
they address.

Introduce a popular song by an African composer that

addresses an emerging topical issue (e.g., social
justice, environmental concerns).

In small groups, learners transcribe a segment of the

chosen song, paying attention to musical elements
such as rhythm, melody, and harmony.

Each group presents their transcriptions, highlighting

the musical elements that contribute to the expression
of the song's message.

Encourage discussion on how musical compositions

can effectively convey social or topical issues.
PHASE 3: Ask learners to do the following by ways of reflecting
REFLECTION on the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?

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