Fayol Inc.

0547824419/0549566881
CREATIVE ARTS– BASIC 7
FIRST TERM SCHEME OF LEARNING

WEEKS STRAND SUB STRAND LESSON INDICATORS RESOURCES

1 Design Design in Nature and Lesson 1 B7 1.1.1.1 Pen, pencil paper/sketch
the Manmade pad
Environment
Visual Arts Media and Techniques Lesson 1 B7 2.1.1.1 Pencils, paper, scissors,
brushes, crayon, color,
measuring tools
Music Media and Techniques Lesson 1 B7 2.1.2.5 Melodic instrument
2 Design Design in Nature and Lesson 1 B7 1.1.1.1 Pen, pencil paper/sketch
the Manmade pad
Environment
Visual Arts Media and Techniques Lesson 1 B7 2.1.1.1 Pencils, paper, scissors,
brushes, crayon, color,
measuring tools
Dance/Drama Media and Techniques Lesson 1 B7.2.1.3.8 Pictures/diagrams of body
profiles and positions
3 Visual Arts Media and Techniques Lesson 2 B7 2.1.1.2 Pencils, paper, scissors,
brushes, crayon, color,
measuring tools
Music Media and Techniques Lesson 2 B7 2.1.2.5 Melodic instrument
4 Visual Arts Media and Techniques Lesson 2 B7 2.1.1.2 Pencils, paper, scissors,
brushes, crayon, color,
measuring tools
Dance/Drama Media and Techniques Lesson 1 B7.2.1.3.8 Pictures/diagrams of body
profiles and positions
5 Design Design in Nature and Lesson 2 B7 1.1.1.1 Pen, pencil paper/sketch
the Manmade pad
Environment
Visual Arts Media and Techniques Lesson 3 B7 2.1.1.3 Pencils, paper, scissors,
brushes, crayon, color,
measuring tools
Music Creative and Lesson 3 B7. 2.2.2.4. Melodic instrument
Aesthetic Expression
6 Design Design in Nature and Lesson 2 B7 1.1.1.1 Pen, pencil paper/sketch
the Manmade pad
Environment
Visual Arts Media and Techniques Lesson 3 B7 2.1.1.3 Pencils, paper, scissors,
brushes, crayon, color,
measuring tools
Dance/Drama Media and Techniques Lesson 3 B7.2.1.3.9 Pictures/diagrams of body
profiles and positions
7 Visual Arts Creative and Lesson 4 B7.2.2.1.1 Pencils, paper, scissors,
Aesthetic Expression brushes, crayon, color,
measuring tools
 Music Creative and Lesson 4 B7. 2.2.2.5. Melodic instrument
Aesthetic Expression
8 Design Design in Nature and Lesson 3 B7 1.1.1.1 Pen, pencil paper/sketch
the Manmade pad
Environment
Visual Arts Creative and Lesson 4 B7.2.2.1.1. Pencils, paper, scissors,
Aesthetic Expression brushes, crayon, color,
measuring tools
Dance/Drama Media and Techniques Lesson 3 B7.2.1.3.9 Pictures/diagrams of body
profiles and positions
9 Design Design in Nature and Lesson 3 B7 1.1.1.1 Pen, pencil paper/sketch
the Manmade pad
Environment
Visual Arts Creative and Lesson 5 B7.2.2.1.2. Pencils, paper, scissors,
Aesthetic Expression brushes, crayon, color,
measuring tools
Music Connections in Local Lesson 5 B7. 2.3.2.3. Melodic instrument
and Global Cultures
10 Visual Arts Creative and Lesson 5 B7.2.2.1.2. Pencils, paper, scissors,
Aesthetic Expression brushes, crayon, color,
measuring tools
Music Connections in Local Lesson 5 B7. 2.3.2.3. Melodic instrument
and Global Cultures
Dance/Drama Creative and Lesson 6 B7.2.2.3.7 Pictures/diagrams of body
Aesthetic Expression profiles and positions
11 Visual Arts Creative and Lesson 5 B7.2.2.1.2. Pencils, paper, scissors,
Aesthetic Expression brushes, crayon, color,
measuring tools
Music Connections in Local Lesson 5 B7. 2.3.2.3. Melodic instrument
and Global Cultures
Dance/Drama Creative and Lesson 6 B7.2.2.3.7 Pictures/diagrams of body
Aesthetic Expression profiles and positions
 CREATIVE ARTS – BASIC 7
SECOND TERM SCHEME OF LEARNING

WEEKS STRAND SUB STRAND LESSON INDICATORS RESOURCES

1 Design Design in Nature and Lesson 4 B7 1.1.1.2 Pen, pencil paper/sketch
the Manmade pad
Environment
Visual Arts Media and Techniques Lesson 6 B7 2.1.1.1. Pencils, paper, scissors,
brushes, crayon, color,
measuring tools
Music Media and Techniques Lesson 6 B7 2.1.2.6 Melodic instrument

2 Design Design in Nature and Lesson 4 B7 1.1.1.2 Pen, pencil paper/sketch

the Manmade pad
Environment
Visual Arts Media and Techniques Lesson 6 B7 2.1.1.1 Pencils, paper, scissors,
brushes, crayon, color,
measuring tools
Dance/Drama Creative and Aesthetic Lesson 2 B7.2.2.3.7 Pictures/diagrams of
Expression body profiles and
positions
3 Music Media and Techniques Lesson 7 B7 2.1.2.6 Melodic instrument

Dance/Drama Creative and Aesthetic Lesson 2 B7.2.2.3.7 Pictures/diagrams of

Expression body profiles and
positions
4 Design Design in Nature and Lesson 5 B7 1.1.1.2 Pen, pencil paper/sketch
the Manmade pad
Environment
Visual Arts Media and Techniques Lesson 7 B7 2.1.1.3 Pencils, paper, scissors,
brushes, crayon, color,
measuring tools
Dance/Drama Creative and Aesthetic Lesson 2 B7.2.2.3.8 Pictures/diagrams of
Expression body profiles and
positions
5 Design Design in Nature and Lesson 5 B7 1.1.1.2 Pen, pencil paper/sketch
the Manmade pad
Environment
Visual Arts Media and Techniques Lesson 7 B7 2.1.1.3 Pencils, paper, scissors,
brushes, crayon, color,
measuring tools
Music Creative and Aesthetic Lesson 8 B7. 2.2.2.4 Melodic instrument
Expression
6 Music Creative and Aesthetic Lesson 8 B7. 2.2.2.4 Melodic instrument
Expression
Dance/Drama Creative and Aesthetic Lesson 4 B7.2.2.3.8 Pictures/diagrams of
Expression body profiles and
positions
7 Design Design in Nature and Lesson 6 B7 1.1.1.2 Pen, pencil paper/sketch
the Manmade pad
Environment
Music Creative and Aesthetic Lesson 9 B7. 2.2.2.5. Melodic instrument
Expression
Dance/Drama Creative and Aesthetic Lesson 4 B7.2.2.3.8 Pictures/diagrams of
Expression body profiles and
positions
8 Design Design in Nature and Lesson 6 B7 1.1.1.2 Pen, pencil paper/sketch
the Manmade pad
Environment
Music Creative and Aesthetic Lesson 9 B7. 2.2.2.5 Melodic instrument
Expression
Dance/Drama Creative and Aesthetic Lesson 4 B7.2.2.3.9 Pictures/diagrams of
Expression body profiles and
positions
9 Visual Arts Creative and Aesthetic Lesson 8 B7. 2.2.1.2 Pencils, paper, scissors,
Expression brushes, crayon, color,
measuring tools
Music Creative and Aesthetic Lesson 10 B7. 2.3.2.4 Melodic instrument
Expression
10 Visual Arts Creative and Aesthetic Lesson 8 B7. 2.2.1.2 Pencils, paper, scissors,
Expression brushes, crayon, color,
measuring tools
Music Connections in Local Lesson 10 B7. 2.3.2.4 Melodic instrument
and Global Cultures
Dance/Drama Creative and Aesthetic Lesson 6 B7.2.2.3.9 Pictures/diagrams of
Expression body profiles and
positions
11 Visual Arts Creative and Aesthetic Lesson 8 B7. 2.2.1.2 Pencils, paper, scissors,
Expression brushes, crayon, color,
measuring tools
Music Connections in Local Lesson 10 B7. 2.3.2.4 Melodic instrument
and Global Cultures
Dance/Drama Creative and Aesthetic Lesson 6 B7.2.2.3.9 Pictures/diagrams of
Expression body profiles and
positions
 CREATIVE ARTS– BASIC 7
THIRD TERM SCHEME OF LEARNING

WEEKS STRAND SUB STRAND LESSON INDICATORS RESOURCES

1 Design Design in Nature and Lesson 7 B7 1.1.1.3 Pen, pencil paper/sketch
the Manmade pad
Environment
Visual Arts Media and Techniques Lesson 9 B7 2.1.1.4 Pencils, paper, scissors,
brushes, crayon, color,
measuring tools
Music Media and Techniques Lesson 11 B7 2.1.2.7 Melodic instrument

2 Design Design in Nature and Lesson 7 B7 1.1.1.3 Pen, pencil paper/sketch

the Manmade pad
Environment
Visual Arts Media and Techniques Lesson 9 B7 2.1.1.4 Pencils, paper, scissors,
brushes, crayon, color,
measuring tools
Dance/Drama Connections in Local Lesson 2 B7.2.3.3.5 Pictures/diagrams of body
and Global Cultures profiles and positions
3 Music Media and Techniques Lesson 12 B7 2.1.2.7 Melodic instrument

Dance/Drama Connections in Local Lesson 2 B7.2.3.3.5 Pictures/diagrams of body

and Global Cultures profiles and positions
4 Design Design in Nature and Lesson 8 B7 1.1.1.3 Pen, pencil paper/sketch
the Manmade pad
Environment
Visual Arts Creative and Aesthetic Lesson 10 B7. 2.2.1.1. Pencils, paper, scissors,
Expression brushes, crayon, color,
measuring tools
Dance/Drama Connections in Local Lesson 2 B7.2.3.3.5 Pictures/diagrams of body
and Global Cultures profiles and positions
5 Design Design in Nature and Lesson 8 B7 1.1.1.3 Pen, pencil paper/sketch
the Manmade pad
Environment
Visual Arts Creative and Aesthetic Lesson 10 B7. 2.2.1.1. Pencils, paper, scissors,
Expression brushes, crayon, color,
measuring tools
Music Creative and Aesthetic Lesson 13 B7. 2.2.2.6. Melodic instrument
Expression
6 Music Creative and Aesthetic Lesson 13 B7. 2.2.2.6. Melodic instrument
Expression
Dance/Drama Connections in Local Lesson 5 B7. 2.3.3.6 Pictures/diagrams of body
and Global Cultures profiles and positions
7 Design Design in Nature and Lesson 9 B7 1.1.1.3 Pen, pencil paper/sketch
the Manmade pad
Environment
 Music Creative and Aesthetic Lesson 14 B7. 2.2.2.6. Melodic instrument
Expression
Dance/Drama Connections in Local Lesson 5 B7. 2.3.3.6 Pictures/diagrams of body
and Global Cultures profiles and positions
8 Design Design in Nature and Lesson 9 B7 1.1.1.3 Pen, pencil paper/sketch
the Manmade pad
Environment
Music Creative and Aesthetic Lesson 14 B7. 2.2.2.6. Melodic instrument
Expression
Dance/Drama Connections in Local Lesson 5 B7. 2.3.3.6 Pictures/diagrams of body
and Global Cultures profiles and positions
9 Visual Arts Creative and Aesthetic Lesson 11 B7. 2.2.1.3. Pencils, paper, scissors,
Expression brushes, crayon, color,
measuring tools
Music Connections in Local Lesson 15 B7. 2.3.2.4 Melodic instrument
and Global Cultures
10 Visual Arts Creative and Aesthetic Lesson 11 B7. 2.2.1.3. Pencils, paper, scissors,
Expression brushes, crayon, color,
measuring tools
Music Connections in Local Lesson 15 B7. 2.3.2.4 Melodic instrument
and Global Cultures
Dance/Drama Connections in Local Lesson 7 B7. 2.3.3.6 Pictures/diagrams of body
and Global Cultures profiles and positions
11 Visual Arts Creative and Aesthetic Lesson 11 B7. 2.2.1.3. Pencils, paper, scissors,
Expression brushes, crayon, color,
measuring tools
Music Connections in Local Lesson 15 B7. 2.3.2.4 Melodic instrument
and Global Cultures
Dance/Drama Connections in Local Lesson 7 B7. 2.3.3.6 Pictures/diagrams of body
and Global Cultures profiles and positions
 Fayol Inc. 0547824419/0549566881
TERM THREE
WEEKLY LESSON PLAN – B7
WEEK 1

Date: 16TH SEPT, 2022 DAY: Subject: Creative Arts And Design
Duration: 50MINS Strand: Design
Class: B7 Class Size: Sub Strand: Design In Nature And Manmade
Environment
Content Standard: Indicator:
B7 1.1.1 Demonstrate understanding of design as B7 1.1.1.1 Demonstrate understanding of
a concept in relation to the elements and design as a concept and its importance and Lesson:
principles of design and as a medium for creative role as a medium for creative expression of 1 of 1
design in nature and the manmade
expression of design in nature and the manmade
environment
environment
Performance Indicator:
Core Competencies:
Learners can discuss the similarities and differences in design in nature
PL5.2: PL6.1: CG5.4: PL6.2
and manmade design or objects

Key words Design, compare, contrast, medium, creative expression, nature, manmade environment

Reference: Creative Arts And Design Curriculum P.g. 3

Phase/Duration Learners Activities Resources

PHASE 1: Learners reflect on their experiences of design and search their
STARTER surroundings, picture books, YouTube videos, calendars,
magazines, photographs, etc. to identify and share ideas on
design in the community.

Have learners to research and record how designers in different

specialized disciplines (e.g. graphic design/ architectural
design/interior design/web design) generate ideas and create
designs.
PHASE 2: NEW Guide learners to identify and carefully study different natural Picture book,
LEARNING and manmade designs in detail. magazines
YouTube videos
Brainstorm on selected design products/items to identify and Pinterest.com
describe the sources of ideas that influenced those items. images calendars

Have learners compare several natural and manmade objects to

describe the similarities between them, using the ‘nature learning
corner’ as a basis.

Let them record the findings to report on how individuals

experiment with available manual and digital media to create
their own designs from natural or manmade resources.

In groups, learners discuss preferred objects to use and safely

apply previous relevant knowledge and skills to select
 appropriate manual and digital tools, materials and equipment to
create designs for display and reporting.

Have them display designs, illustrations, reports, models of

designs for feedback.

Assessment
Learners practise designing using different tools and techniques.
Learners find out how designers make use of natural designs to
benefit society
PHASE 3: Learners talk about design in the environment and how different des
REFLECTION ideas to create their designs.

Learners reflect and talk about how the natural environment can be
other designers to get inspiration from.
Date: 16TH SEPT, 2022 DAY: Subject: Creative Arts And Design
Duration: 50MINS Strand: Visual Arts
Class: B7 Class Size: Sub Strand: Media And Techniques
Content Standard: Indicator:
B7. 2.1.1 Visual Arts: B7 2.1.1.4 Apply the techniques in Lesson:
Demonstrate understanding of relevant Visual Arts pattern making using available media
1 of 1
media and techniques and their application to still- to create visual artworks
life drawing, shading, pattern making and modelling
Performance Indicator:
Core Competencies:
Learners can apply the techniques in pattern making using available
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
media to create visual artworks
Key words Dabbing, direct and relief printing, motif, pattern making
Reference: Creative Arts And Design Curriculum P.g. 7

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Show a 5-minute video/ realia/ pictures on techniques in
pattern making.

Learners answer questions to motivate them on techniques in

pattern making.
E.g. What are some techniques used in pattern making?
PHASE 2: NEW Learners brainstorm and reflect on techniques in pattern Picture/ video
LEARNING making. Examples: dabbing, direct and relief printing
Learners identify and describe the techniques and media for
Poster, letter
pattern making.
and/or notices,
Learners apply relevant pattern making techniques with
available media to create own visual artworks.

Learners practise the techniques in pattern making.

Assessment
Learners practise the techniques in pattern making using
different media
PHASE 3: Learners display and talk about their appreciation and
REFLECTION reflection with their peers.

Close the lesson by allowing learners to reflect, connect and

apply the knowledge acquired.

Ask learners to tell what they have learnt.

Date: 16TH SEPT, 2022 DAY: Subject: Creative Arts And Design
Duration: 50MINS Strand: Performing Arts
Class: B7 Class Size: Sub Strand: Media And Techniques
Content Standard:
B7. 2.1.2 Music: Indicator:
B7 2.1.2.7 Conduct songs in simple Lesson:
Demonstrate understanding and apply scale, note
duple, triple and quadruple time 1 of 1
durational values and simple time beat patterns in
music
Performance Indicator: Core Competencies:
Learners can conduct songs in simple duple, triple and quadruple time PL5.2: PL6.1: CG5.4: PL6.2
Rhythm, semibreve, minim, crotchet, quaver, semiquaver, rhythm, internalize, durational
Key words
symbols, durational value, beat, pulse, rests
Reference: Creative Arts And Design Curriculum P.g. 11

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Ask the class to sing ‘Hen Ara Asaase Ni’ as one of the
students is called to conduct.

Draw attention to the new lesson’s content standard and

indicator.
PHASE 2: NEW Explain the concept of time signature. Show learners a score Picture/ video
LEARNING of music in simple—duple, triple and quadruple time
signatures. Discuss the location of time signatures on the
score. Explain the top figure and the lower figure. Draw Poster, letter
attention to the fact that it is not a fraction as in and/or notices,
Mathematics (numerator and denominator).

Put learners in groups. Give out time signature tasks and

break up class to go into their small groups to discuss and
explain their meanings. Teacher goes round to offer help
where needed.

Explain the concept of beat patterns. Demonstrate beat

patterns in two, three and four for learners to imitate.

Assessment
In groups, learners go into their small groups to practise the
beat patterns with songs of their own choice from We Sing
and Learn.

Call groups back to present their solutions to the tasks.

Encourage peer assessment and comments on other issues
that come up, e.g., beat pattern conducting, core values, etc.
PHASE 3: Close the lesson by allowing learners to reflect, connect and
REFLECTION apply the knowledge acquired. Explain homework
 Fayol Inc. 0547824419/0549566881
TERM THREE
WEEKLY LESSON PLAN – B7
WEEK 2

Date: 23RD SEPT, 2022 DAY: Subject: Creative Arts And Design
Duration: 50MINS Strand: Design
Class: B7 Class Size: Sub Strand: Design In Nature And Manmade
Environment
Content Standard: Indicator:
B7 1.1.1 Demonstrate understanding of design as B7 1.1.1.1 Demonstrate understanding of
a concept in relation to the elements and design as a concept and its importance and Lesson:
principles of design and as a medium for creative role as a medium for creative expression of 1 of 1
design in nature and the manmade
expression of design in nature and the manmade
environment
environment
Performance Indicator:
Core Competencies:
Learners can discuss the similarities and differences in design in nature
PL5.2: PL6.1: CG5.4: PL6.2
and manmade design or objects

Key words Design, compare, contrast, medium, creative expression, nature, manmade environment

Reference: Creative Arts And Design Curriculum P.g. 3

Phase/Duration Learners Activities Resources

PHASE 1: Learners reflect on their experiences of design and search their
STARTER surroundings, picture books, YouTube videos, calendars,
magazines, photographs, etc. to identify and share ideas on
design in the community.

Have learners to research and record how designers in different

specialized disciplines (e.g. graphic design/ architectural
design/interior design/web design) generate ideas and create
designs.
PHASE 2: NEW Guide learners to identify and carefully study different natural Picture book,
LEARNING and manmade designs in detail. magazines
YouTube videos
Brainstorm on selected design products/items to identify and Pinterest.com
describe the sources of ideas that influenced those items. images calendars

Have learners compare several natural and manmade objects to

describe the similarities between them, using the ‘nature learning
corner’ as a basis.

Let them record the findings to report on how individuals

experiment with available manual and digital media to create
their own designs from natural or manmade resources.

In groups, learners discuss preferred objects to use and safely

apply previous relevant knowledge and skills to select
 appropriate manual and digital tools, materials and equipment to
create designs for display and reporting.

Have them display designs, illustrations, reports, models of

designs for feedback.

Assessment
Learners practise designing using different tools and techniques.
Learners find out how designers make use of natural designs to
benefit society
PHASE 3: Learners talk about design in the environment and how different des
REFLECTION ideas to create their designs.

Learners reflect and talk about how the natural environment can be
other designers to get inspiration from.
Date: 23RD SEPT, 2022 DAY: Subject: Creative Arts And Design
Duration: 50MINS Strand: Visual Arts
Class: B7 Class Size: Sub Strand: Media And Techniques
Content Standard: Indicator:
B7. 2.1.1 Visual Arts: B7 2.1.1.4 Apply the techniques in Lesson:
Demonstrate understanding of relevant Visual Arts pattern making using available media
1 of 1
media and techniques and their application to still- to create visual artworks
life drawing, shading, pattern making and modelling
Performance Indicator:
Core Competencies:
Learners can apply the techniques in pattern making using available
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
media to create visual artworks
Key words Dabbing, direct and relief printing, motif, pattern making
Reference: Creative Arts And Design Curriculum P.g. 7

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Show a 5-minute video/ realia/ pictures on techniques in
pattern making.

Learners answer questions to motivate them on techniques in

pattern making.
E.g. What are some techniques used in pattern making?
PHASE 2: NEW Learners brainstorm and reflect on techniques in pattern Picture/ video
LEARNING making. Examples: dabbing, direct and relief printing
Learners identify and describe the techniques and media for
Poster, letter
pattern making.
and/or notices,
Learners apply relevant pattern making techniques with
available media to create own visual artworks.

Learners practise the techniques in pattern making.

Assessment
Learners practise the techniques in pattern making using
different media
PHASE 3: Learners display and talk about their appreciation and
REFLECTION reflection with their peers.

Close the lesson by allowing learners to reflect, connect and

apply the knowledge acquired.

Ask learners to tell what they have learnt.

Date: 23RD SEPT, 2022 DAY: Subject: Creative Arts And Design
Duration: 50MINS Strand: Performing Arts
Class: B7 Class Size: Sub Strand: Media And Techniques
Content Standard: Indicator:
B7. 2.1.3: Dance and Drama B7.2.1.3.9 Explore and experiment with
techniques of dance, body movements and Lesson:
Demonstrate understanding and apply
voice projections in the Ghanaian 1 of 1
media, voice and movement techniques in
dance and drama performance space

Performance Indicator: Core Competencies:

Learners can conduct songs in simple duple, triple and quadruple time PL5.2: PL6.1: CG5.4: PL6.2
Key words Mimic, mimicry, mime, flexibility, facial
Reference: Creative Arts And Design Curriculum P.g. 11

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Do “Pick and Act” game with learners on dance and drama.

Explore gestures and facial expressions in dance and drama

PHASE 2: NEW Guide learners to identify types of performance space. Picture/ video
LEARNING
Help learners identify the 4 basic parts of a performance
space. Poster, letter
and/or notices,
Explore how actors and dancers move in a performance
space.

Discuss how body profiles and positions affect voice quality

in a performance space.

Have learners to differentiate between projection and

shouting.

Assessment
What is performnace space?
Identify the 4 basic parts of a performance space
PHASE 3: Close by allowing learners to reflect on body profiles and
REFLECTION positions and create own (imaginary) profiles and positions
on a performance stage.

Homework
 Learners to observe different animal and human movements in
the community for discussion in class.
 Learners learn to imitate three different movements of
animals and humans.
 Fayol Inc. 0547824419/0549566881
TERM THREE
WEEKLY LESSON PLAN – B7
WEEK 3

Week Ending: 30th SEPT, 2022 DAY: Subject: Creative Arts And Design
Duration: 50MINS Strand: Visual Arts
Class: B7 Class Size: Sub Strand: Media And Techniques
Content Standard:
B7. 2.1.2. Music Indicator:
B7 2.1.2.7 Conduct songs in simple Lesson:
Demonstrate understanding and apply scale, note
duple, triple and quadruple time 1 of 1
durational values and simple time beat patterns in
music.
Performance Indicator:
Core Competencies:
Learners can apply the techniques in pattern making using available
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
media to create visual artworks
Rhythm, semibreve, minim, crotchet, quaver, semiquaver, rhythm, internalize,
Key words
durational symbols, durational value, beat, pulse, rests
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Ask the class to sing ‘Hen Ara Asaase Ni’ as one of the
students is called to conduct.
 Did you enjoy the song?
 What is meaning of the song?

Draw attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Brainstorm learners to explain the concept of time signature. Image of simple
LEARNING time signature
Show learners a score of music in simple - duple, triple and Beat Patterns
quadruple time signatures.

Discuss the location of time signatures on the score. Explain

the top figure and the lower figure.
Draw attention to the fact that it is not a fraction as in
Mathematics (numerator and denominator).

Give out time signature tasks and break learners into their
small groups to discuss and explain their meanings. Teacher
goes round to offer help where needed

Explain the concept of beat patterns. Demonstrate beat Image of simple

patterns in two, three and four for learners to imitate. time signature
 Put learners into their small groups to go and practise the beat conducting
patterns with songs of their own choice from. patterns

Call groups back to present their solutions to the tasks.

Encourage peer assessment and comments on other issues
that comes up, e.g., beat pattern conducting, core values, etc.

Assessment
(i) Ask learners to comment on the peer assessment they did
on the groups.
(ii) Ask all learners to sing the Ghana National Anthem in their
seats and conduct.
PHASE 3: Close the lesson by allowing learners to reflect, connect and
REFLECTION apply the knowledge acquired.

Ask learners to tell what they have learnt.

Homework
Learners to continue practicing the conducting beat patterns
Week Ending: 30th SEPT, 2022 DAY: Subject: Creative Arts And Design
Duration: 50MINS Strand: Performing Arts
Class: B7 Class Size: Sub Strand: Media And Techniques
Content Standard: Indicator:
B7. 2.1.3: Dance and Drama B7.2.1.3.9 Explore and experiment with
techniques of dance, body movements and Lesson:
Demonstrate understanding and apply
voice projections in the Ghanaian 1 of 1
media, voice and movement techniques in
dance and drama performance space

Performance Indicator: Core Competencies:

Learners can conduct songs in simple duple, triple and quadruple time PL5.2: PL6.1: CG5.4: PL6.2
Key words Mimic, mimicry, mime, flexibility, facial
Reference: Creative Arts And Design Curriculum P.g. 11

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Do “Pick and Act” game with learners on dance and drama.

Explore gestures and facial expressions in dance and drama

PHASE 2: NEW Guide learners to identify types of performance space. Picture/ video
LEARNING
Help learners identify the 4 basic parts of a performance
space. Poster, letter
and/or notices,
Explore how actors and dancers move in a performance
space.

Discuss how body profiles and positions affect voice quality

in a performance space.

Have learners to differentiate between projection and

shouting.

Assessment
What is performnace space?
Identify the 4 basic parts of a performance space
PHASE 3: Close by allowing learners to reflect on body profiles and
REFLECTION positions and create own (imaginary) profiles and positions
on a performance stage.

Homework
 Learners to observe different animal and human movements in
the community for discussion in class.
 Learners learn to imitate three different movements of
animals and humans.
 Fayol Inc. 0547824419/0549566881
TERM THREE
WEEKLY LESSON PLAN – B7
WEEK 4

Week Ending: 7th OCT, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Design
Class: B7 Class Size: Sub Strand: Design in Nature and the Manmade
Environment
Content Standard: Indicator:
B7. 1.1.1. Demonstrate understanding of design as B7 1.1.1.2 Research to identify and record what
Lesson:
a concept in relation to the elements and principles constitutes the ‘elements of design’ in nature and
as building blocks for composition and creative
1 of 1
of design and as a medium for creative expression
of design in nature and the manmade environment. expression of ideas.
Performance Indicator:
Learners can elements of design for composition and creative Core Competencies:
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
expression of ideas.
Key words Dot, line, shape, texture, color, value, form, space, and perspective.
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: STARTE Show a 5-minute video/ pictures on techniques in making elements
of design

Learners answer questions to motivate them on techniques in

making elements of design.

Mention some of the elements of design in man-made setting.

PHASE 2: NEW Learners brainstorm and reflect on techniques in creating Pictures of
LEARNING elements of design. elements of
Examples: form, texture, shape, line, perspective. design

Learners identify the skills in creating elements of design and

techniques by shading.

Learners practice the techniques by drawing and making elements

of design.

Assessment
Learners practice the techniques in making elements of design by
drawing using different media. Examples using pencils,
pens, pastel and charcoal pencils.
PHASE 3: Learners talk about the techniques used with their peers.
REFLECTION
Homework
Learners design and make a poster a given theme using the
elements of design
Week Ending: 7th OCT, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Visual Arts
Class: B7 Class Size: Sub Strand: Creative and Aesthetic Expression
Content Standard:
Indicator:
B7. 2.2.1. Visual Arts
B7. 2.2.1.3 Organize an appreciation and Lesson:
Demonstrate the ability to use concept of the design
appraisal of own and others artworks that
process (idea development) to produce, display and 1 of 1
reflect the history and culture of the people
appraise own creative artworks that reflect in the
in the community
range of different times and cultures.
Performance Indicator:
Core Competencies:
Learners can show appreciation and appraisal of own and others
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
artworks
Appraise, portfolio, design process, appreciate, elements and principles of art,
Key words
symbolism.
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Learners answer questions on how to use concept
of the design process (idea development) to produce
artworks.

Share performance indicators and introduce the lesson.

PHASE 2: NEW Engage learners to observe, analyze and discuss the artistic, pictures,
LEARNING historical and cultural value of an artwork such as a Ghanaian gathering
coin. information
Example: from library,
- type of media used internet,
- what it is used for? artworks of
historical
Learners identify the elements, and principles of design and
significance e.g.
materials used. They find out the
coin
- aesthetics,
- function,
- originality,
- techniques,
- time (period) of the artwork.

Learners in groups prepare a criteria to appreciate, appraise

and analyze own artwork
Example: history, functionality , originality, techniques.

Assessment
Learners prepare criteria to appreciate and appraise own and
others’ visual artworks.
PHASE 3: Learners reflect and share aesthetic experience for future
REFLECTION refinement and modification.

Homework
 Learners to create a mosaic and present it to class for
appreciation and appraisal.

Week Ending: 7th OCT, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts
Class: B7 Class Size: Sub Strand: Media and Techniques
Content Standard: Indicator:
B7. 2.1.3. Dance B7.2.1.3.9 Explore and experiment with techniques Lesson:
Demonstrate understanding and apply of dance, body movements and voice projections 1 of 1
media, voice and movement in the Ghanaian performance
techniques in dance and drama. Space.
Performance Indicator:
Core Competencies:
Learners can apply the techniques in pattern making using available
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
media to create visual artworks
Key words Mimic, mimicry, mime, flexibility, facial, profile, performance projection.
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Do “Pick and Act” game with learners. Learners act short Pictures/diagrams
performance in a define space. of body profiles
and positions.
Have learners identify the space as stage and the class as
audience.

Share performance indicators and introduce the lesson

PHASE 2: NEW Explore gestures and facial expressions in dance and drama. Use emoji on
LEARNING mobile phone or
Guide learners to identify types of performance space. pictures
 Arena stage – this has audience seated on all sides of a
square or circular stage.
 Proscenium theatre – this looks typically like a picture
frame. The action takes place in the middle on the stage
with the audience looking up.
 Thrust stage - it is known by its arrangement which
consists of being surrounded by audience on three sides.
 Playhouse – is a structure where theatrical works,
performing arts and musical concerts are presented.

In groups, learners research for other types of performing

stages.
Call learners to present their work to the class for
discussion.
 Help learners identify the 4 basic parts of a performance
space.
Example: center stage, downstage, upstage and stage
left/right.
Explore how actors and dancers move in a performance
space.

Assessment
Discuss how body profiles and positions affect voice quality
in a performance space.

Differentiate between projection and

shouting
PHASE 3: Learners talk about the techniques used with their
REFLECTION Peers.

Homework
Identify and explain the types of performance space.
 Fayol Inc. 0547824419/0549566881
TERM THREE
WEEKLY LESSON PLAN – B7
WEEK 5

Week Ending: 14th OCT, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Design
Class: B7 Class Size: Sub Strand: Design in Nature and the Manmade
Environment
Content Standard:
Indicator: Lesson:
B7. 1.1.1. Demonstrate understanding of design as a
B7 1.1.1.2 Research to identify and record what
concept in relation to the elements and principles of 1 of 1
constitutes the ‘elements of design’ in nature.
design.
Performance Indicator:
Core Competencies:
Learners can identify and record what constitutes the ‘elements of
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
design’ in nature
Key words Dot, line, shape, texture, color, value, form, space, and perspective.
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Show pictures on techniques in making elements of design

Learners answer questions to motivate them on techniques in

making elements of design.

Mention some of the elements of design in man-made setting.

PHASE 2: NEW Learners brainstorm and reflect on techniques in creating Pictures of
LEARNING elements of design. elements of design
Examples: form, texture, shape, line, perspective.

In groups, learners find items in the environment that depicts

elements of design.

Learners identify the skills in creating elements of design and

techniques by shading.

Demonstrate the techniques of shading to learners.

Learners practice the techniques by drawing and making elements

of design.

Assessment
Learners practice the techniques in making elements of design by
drawing using different media. Examples using pencils, pens, pastel
and charcoal pencils.
PHASE 3: Learners talk about the techniques used with their peers.
REFLECTION
Homework
Learners design and make a poster of a given theme using the
elements of design.
Week Ending: 14th OCT, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Visual Arts
Class: B7 Class Size: Sub Strand: Creative and Aesthetic Expression
Content Standard: Indicator:
B7. 2.2.1. Visual Arts B7. 2.2.1.3 Organize an appreciation Lesson:
Demonstrate the ability to use concept of the design process and appraisal of own and others 1 of 1
to produce, display and appraise own creative artworks. artworks
Performance Indicator:
Core Competencies:
Learners can show appreciation and appraisal of own and others
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
artworks
Key words Appraise, portfolio, design process, appreciate, symbolism.
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: Learners answer questions on how to use concept
STARTER of the design process (idea development) to produce artworks.

Share performance indicators and introduce the lesson.

PHASE 2: NEW Engage learners to observe, analyze and discuss the artistic, pictures,
LEARNING historical and cultural value of an artwork such as a Ghanaian coin. gathering
Example: information
- type of media used from library,
- what it is used for? internet,
artworks of
Learners identify the elements, and principles of design and historical
materials used. They find out the
significance e.g.
- aesthetics,
coin
- function,
- originality,
- techniques,
- time (period) of the artwork.

Learners in groups prepare a criteria to appreciate, appraise and

analyze own artwork
Example: history, functionality , originality, techniques.

Assessment
Learners prepare criteria to appreciate and appraise own and
others’ visual artworks.
PHASE 3: Learners reflect and share aesthetic experience for future
REFLECTION refinement and modification.

Homework
Learners to create a mosaic and present it to class for appreciation
and appraisal.
Week Ending: 14th OCT, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts
Sub Strand: Connections in Local and Global
Class: B7 Class Size:
Cultures
Content Standard: Music Indicator:
B7.2.2.2. Demonstrate the ability to correlate B7. 2.3.2.6. Organize an appreciation and Lesson:
and generate ideas from indigenous creative appraisal of own and others’ musical 1 of 1
musical forms works
Performance Indicator:
Core Competencies:
Learners can show appreciation and appraisal of own and others
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
artworks
Key words Formalism, , absolutism, expressionism, dance-drama, plot, synopsis, characters
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Ask learners to play a stone passing game in small groups
around their tables.

Recap of previous lesson using RCA technique.

Draw attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Play the following video clips of indigenous musical forms Pictures and
LEARNING briefly and ask learners to identify the genres involved, namely: Videos
 recitative song forms (nnwomkrô, ebibindwom, etc.),
 dance genre song forms (atsiagbekô, adowa, kete,
baamaaya, etc.) and
 vocal effects (yodeling, ululation, holler, nasalization).

Guide learners to discuss the four (4) terms that describe

aesthetic viewpoints in evaluating a musical work, namely:
• Formalism
• Referentialism
• Absolutism
• Expressionism

In groups, learners review briefly the elements of dance and

drama — plot, characters, instrumentation (drumming),
choreography (songs and dances), costume and make-up

Have learners watch a dance/drama performance.

Put learners into three groups and ask them in their groups to
discuss and appraise the video watched and write a short
aesthetic appreciation report.
 Ask groups to present their aesthetic appreciation report
written to the class.

Ask other groups to comment on the report presented.

Assessment
Learners in groups watch other videos on the internet and do
a presentation on them.
PHASE 3: Ask learners to peer assess their colleagues in group
REFLECTION presentations.

Close the lesson by allowing students to reflect, connect and

apply the knowledge acquired.

Homework
Learners in groups watch other videos on the internet and
write a brief aesthetic appreciation on each for presentation
at the next lesson.
 Fayol Inc. 0547824419/0549566881
TERM THREE
WEEKLY LESSON PLAN – B7
WEEK 6

Week Ending: 21st OCT, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Visual Arts
Class: B7 Class Size: Sub Strand: Creative and Aesthetic Expression
Content Standard: Indicator:
B7. 2.2.1. Visual Arts B7. 2.2.1.3 Organize an appreciation Lesson:
Demonstrate the ability to use concept of the design process to and appraisal of own and others 1 of 1
produce, display and appraise own creative artworks. artworks
Performance Indicator:
Core Competencies:
Learners can show appreciation and appraisal of own and others
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
artworks
Key words Appraise, portfolio, design process, appreciate, symbolism.
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Learners answer questions on how to use concept
of the design process (idea development) to produce artworks.

Share performance indicators and introduce the lesson.

PHASE 2: NEW Engage learners to observe, analyze and discuss the artistic, pictures, gathering
LEARNING historical and cultural value of an artwork such as a Ghanaian coin. information from
Example: library, internet,
- type of media used artworks of
- what it is used for? historical
significance e.g.
Learners identify the elements, and principles of design and coin
materials used. They find out the
- aesthetics,
- function,
- originality,
- techniques,
- time (period) of the artwork.

Learners in groups prepare a criteria to appreciate, appraise and

analyze own artwork
Example: history, functionality , originality, techniques.

Assessment
Learners prepare criteria to appreciate and appraise own and
others’ visual artworks.
PHASE 3: Learners reflect and share aesthetic experience for future
REFLECTION refinement and modification.

Homework
 Learners to create a mosaic and present it to class for appreciation
and appraisal.

Week Ending: 21st OCT, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts
Sub Strand: Creative and Aesthetic
Class: B7 Class Size:
Expressions
Content Standard: Dance/Drama Indicator:
B7.2.2.3. Demonstrate the ability to use concepts B7.2.2.3.9 Organize an appreciation and
of design process (idea development) to produce appraisal of own and others’ artworks in Lesson:
and display own creative and expressive art-forms dance and drama that reflect the history 1 of 1
that reflect in the range of different times and and culture of the people of the
cultures in dance and drama community
Performance Indicator:
Core Competencies:
Learners can show appreciation and appraisal of own and others
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
artworks
Design, concept, artworks, aesthetic, organize, history, culture, display ,community
Key words
plan venue, posters, appraisal, appreciation
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: Ask learners to play a stone passing game in small groups around their
STARTER tables.

Recap of previous lesson using RCA technique.

Draw learners attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Guide learners to brainstorm on how to organize appreciation and appraisal Pictures and
LEARNING events. Videos
Show a poster, letter and/or notice, etc. to learners.

Guide learners to discuss why and how posters are made e.g. the uses or
importance of posters, invitation letters, notices, etc.

In groups, guide learners to design their own posters.

Post learners’ posters in the classroom and guide them to take a gallery-
walk.

Guide learners to do a class discussion on the posters.

PHASE 3: Close the lesson by facilitating a discussion on posters designed by learners
REFLECTION after the gallery-walk.

Summarize core-points for learners’ reflection.

Homework
Do further investigation on how to design posters for publicity for dance and
performances. • Join community dance and drama groups.
 Fayol Inc. 0547824419/0549566881
TERM THREE
WEEKLY LESSON PLAN – B7
WEEK 7

Week Ending: 28th OCT, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Design
Class: B7 Class Size: Sub Strand: Design in Nature and the Manmade
Environment
Content Standard: Indicator:
B7. 1.1.1. Demonstrate understanding B7 1.1.1.3 Research ‘principles of design’ to describe how they Lesson:
of design as a concept in relation to are used to organize the ‘elements of design’ into building blocks 1 of 1
the elements and principles of design. for visual design, composition and creative expression of ideas.
Performance Indicator:
Core Competencies:
Learners can identify and record what constitutes the ‘elements of
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
design’ in nature
Emphasis, balance, scale, value, unity, rhythm, contrast, repetition, proportion,
Key words
movement.
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Show a 5-minute video/pictures on the organization elements of
design

Share performance indicators and introduce the lesson

PHASE 2: NEW Learners brainstorm and reflect on the use of principles of design pencils paper
LEARNING Examples: rhythm, repetition, contrast, etc. charcoal pencil
pastel crayons
Learners identify the skills in creating composition with elements scissors brushes
and principles of design.

Learners practice the techniques by drawing using both natural and

manmade environment.

Have learners apply knowledge of ‘elements and ‘principles’ of

design’ to create own designs using appropriate tools
PHASE 3: Learners talk about the techniques used with their peers.
REFLECTION
Homework
Learners practice the techniques in creating elements and
‘principles’ of design’ to reflect the environment. Examples using
contrast, repetition, balance, proportion, etc.
Week Ending: 28th OCT, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts
Sub Strand: Connections in Local and Global
Class: B7 Class Size:
Cultures
Content Standard: Music Indicator: Lesson:
B7. 2.2.2. Demonstrate the ability to correlate and B7. 2.3.2.6. Organize an appreciation and
1 of 1
generate ideas from indigenous creative musical forms appraisal of own and others’ musical works
Performance Indicator:
Core Competencies:
Learners can show appreciation and appraisal of own and others
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
artworks
Key words Formalism , referentialism, absolutism, expressionism, rhythm, semibreve, minim
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Learners are to watch pictures on an exhibition or visit an exhibition
Centre, preferably during the circuit, district or regional cultural festival.

Ask learners to talk about parts of the pictures that interest them.
 Have you witnessed or saw an exhibition?
 What items did see being displayed or showcased?

Draw attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Play the following video clips of indigenous musical forms briefly and Art Musical
LEARNING ask learners to identify the genres involved, namely recitative song Composition for
forms (nnwomkrô, ebibindwom, etc.), dance genre song forms Percussive
(atsiagbekô, adowa, kete, baamaaya, etc.) and vocal effects Instruments
(yodelling, ululation, holler, nasalisation).

Review the definition of the four (4) terms that describe aesthetic
viewpoints in evaluating a musical work, namely
• Formalism
• Referentialism
• Absolutism
• Expressionism

Review briefly the elements of Art Musical Composition for

Percussive Instruments;
 how the piece began
 how the piece ended
 how interesting the bass drum beat was
 how interesting the inner parts had a dialogue and
complemented each other.

Select a dance or drama composed and performed in the previous

lessons and play back to the class. Put learners into three groups
and ask them in their groups to discuss and appraise the video
watched and write a short aesthetic appreciation report
 Ask groups to present their aesthetic appreciation report written
to the class based on the guidelines.
Example:
 Description of the work: this stage involves describing what the work is
made of, size of the work and materials used.
 The subject matter: this stage talks about the meaning of the work.
 Appraisal: this stage talks of the use of the artwork.
 Experience to share: this stage talks about the design process

Ask other groups to comment on the report presented. Sum up

the lesson, and ask groups to go watch the other two videos of the
class for presentation at the next lesson.

Assessment
Ask learners to peer assess their colleagues in group presentations.
Close the lesson by allowing learners to reflect, connect and apply
the knowledge acquired
PHASE 3: Learners reflect and share aesthetic experience for future
REFLECTION refinement and modification.

Homework
Ask learners to go and watch the other videos of the class and
write a brief aesthetic appreciation on each for presentation at the
next lesson.
Week Ending: 28th OCT, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts
Sub Strand: Creative and Aesthetic
Class: B7 Class Size:
Expressions
Content Standard: Dance/Drama
Indicator:
B7.2.2.3. Demonstrate the ability to use concepts Lesson:
B7.2.2.3.9 Organize an appreciation and 1 of 1
of design process (idea development) to produce
appraisal of own and others’ artworks
and display own creative and expressive art-forms
Core Competencies:
Performance Indicator:
PL5.2: PL6.1: CG5.4: PL6.2:
Learners can show appreciation and appraisal of own and others artworks
DL5.3
Design, concept, artworks, aesthetic, organize, history, culture, display ,community
Key words
plan venue, posters, appraisal, appreciation
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: Ask learners to play a stone passing game in small groups around their
STARTER tables.

Recap of previous lesson using RCA technique.

Draw learners attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Guide learners to brainstorm on how to organize appreciation and appraisal Pictures and
LEARNING events. Videos
Show a poster, letter and/or notice, etc. to learners.

Guide learners to discuss why and how posters are made e.g. the uses or
importance of posters, invitation letters, notices, etc.

In groups, guide learners to design their own posters.

Post learners’ posters in the classroom and guide them to take a gallery-
walk.

Guide learners to do a class discussion on the posters.

PHASE 3: Close the lesson by facilitating a discussion on posters designed by learners
REFLECTION after the gallery-walk.
Summarize core-points for learners’ reflection.

Homework
Do further investigation on how to design posters for publicity for dance and drama
performances. • Join community dance and drama groups.
 Fayol Inc. 0547824419/0549566881
TERM THREE
WEEKLY LESSON PLAN – B7
WEEK 8

Week Ending: 4th NOV, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Design
Class: B7 Class Size: Sub Strand: Design in Nature and the Manmade
Environment
Content Standard: Indicator:
B7. 1.1.1. Demonstrate understanding B7 1.1.1.3 Research ‘principles of design’ to describe how they Lesson:
of design as a concept in relation to are used to organize the ‘elements of design’ into building blocks 1 of 1
the elements and principles of design. for visual design, composition and creative expression of ideas.
Performance Indicator:
Core Competencies:
Learners can identify and record what constitutes the ‘elements of
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
design’ in nature
Emphasis, balance, scale, value, unity, rhythm, contrast, repetition, proportion,
Key words
movement.
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Show a 5-minute video/pictures on the organization elements of
design

Share performance indicators and introduce the lesson

PHASE 2: NEW Learners brainstorm and reflect on the use of principles of design pencils paper
LEARNING Examples: rhythm, repetition, contrast, etc. charcoal pencil
pastel crayons
Learners identify the skills in creating composition with elements scissors brushes
and principles of design.

Learners practice the techniques by drawing using both natural and

manmade environment.

Have learners apply knowledge of ‘elements and ‘principles’ of

design’ to create own designs using appropriate tools
PHASE 3: Learners talk about the techniques used with their peers.
REFLECTION
Homework
Learners practice the techniques in creating elements and
‘principles’ of design’ to reflect the environment. Examples using
contrast, repetition, balance, proportion, etc.
Week Ending: 4th NOV, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts
Sub Strand: Connections in Local and Global
Class: B7 Class Size:
Cultures
Content Standard: Music Indicator: Lesson:
B7. 2.2.2. Demonstrate the ability to correlate and B7. 2.3.2.6. Organize an appreciation and
1 of 1
generate ideas from indigenous creative musical forms appraisal of own and others’ musical works
Performance Indicator:
Core Competencies:
Learners can show appreciation and appraisal of own and others
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
artworks
Key words Formalism , referentialism, absolutism, expressionism, rhythm, semibreve, minim
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Learners are to watch pictures on an exhibition or visit an exhibition
Centre, preferably during the circuit, district or regional cultural festival.

Ask learners to talk about parts of the pictures that interest them.
 Have you witnessed or saw an exhibition?
 What items did see being displayed or showcased?

Draw attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Play the following video clips of indigenous musical forms briefly and Art Musical
LEARNING ask learners to identify the genres involved, namely recitative song Composition for
forms (nnwomkrô, ebibindwom, etc.), dance genre song forms Percussive
(atsiagbekô, adowa, kete, baamaaya, etc.) and vocal effects Instruments
(yodelling, ululation, holler, nasalisation).

Review the definition of the four (4) terms that describe aesthetic
viewpoints in evaluating a musical work, namely
• Formalism
• Referentialism
• Absolutism
• Expressionism

Review briefly the elements of Art Musical Composition for

Percussive Instruments;
 how the piece began
 how the piece ended
 how interesting the bass drum beat was
 how interesting the inner parts had a dialogue and
complemented each other.

Select a dance or drama composed and performed in the previous

lessons and play back to the class. Put learners into three groups
and ask them in their groups to discuss and appraise the video
watched and write a short aesthetic appreciation report
 Ask groups to present their aesthetic appreciation report written
to the class based on the guidelines.
Example:
 Description of the work: this stage involves describing what the work is
made of, size of the work and materials used.
 The subject matter: this stage talks about the meaning of the work.
 Appraisal: this stage talks of the use of the artwork.
 Experience to share: this stage talks about the design process

Ask other groups to comment on the report presented. Sum up

the lesson, and ask groups to go watch the other two videos of the
class for presentation at the next lesson.

Assessment
Ask learners to peer assess their colleagues in group presentations.
Close the lesson by allowing learners to reflect, connect and apply
the knowledge acquired
PHASE 3: Learners reflect and share aesthetic experience for future
REFLECTION refinement and modification.

Homework
Ask learners to go and watch the other videos of the class and
write a brief aesthetic appreciation on each for presentation at the
next lesson.
 Fayol Inc. 0547824419/0549566881
TERM THREE
WEEKLY LESSON PLAN – B7
WEEK 9

Week Ending: 11th NOV, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Visual Arts
Sub Strand: Connections in Local and Global
Class: B7 Class Size:
Cultures
Content Standard: Visual Arts
Indicator:
B7. 2.3.1. Demonstrate the ability to correlate and Lesson:
B7. 2.3.1.2. Identify visual artworks that
generate ideas from visual artworks in the community 1 of 1
reflect the history, culture, environment
that reflect a range of different times, cultures and and topical issues in the community.
topical issues.
Performance Indicator: Core Competencies:
Learners can use visual artworks to solve topical issues in the community PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
Key words Chieftaincy, landmarks, artists and artworks, events, festivals, tourist sites
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Learners answer questions on how to generate ideas from visual artworks
in the community.

Share performance indicators and introduce the lesson.

PHASE 2: NEW Learners appreciate and appraise the pre-independence and post- pictures or video
LEARNING independence history, culture, environment and topical issues in the on the festivals,
community reflected in the selected visual artworks. tourist sites
Example: What time or era? (natural and man-
• Is it the pre-independence era characterized by independence made) chieftaincy
movements and struggles? etc.
• Is it the post-independence era marked by multi-party
democracy?

Learners compare the nature of the selected artworks to

determine their similarities and differences in terms of their
functional, aesthetics, social and cultural values.
Example:
Type of media:
• pastel, oil, water, acrylic, clay, wood, metal, fabric, paper. Etc.
• purposes of artworks:
• social events, market scenes, landscapes, plants, animals, folklore,
religious, political, etc.

Learners reflect on the effects of the history and culture of the

topical issues in the selected visual artworks.
Example:
• Does the work portray a topical issue of an era?
 • Is the issue or message conveyed using the media, techniques and
elements and principles of art?.

Assessment
Learners research and document how the history, culture,
environment and topical issues in the community is reflected in the
selected visual artworks.
PHASE 3: Learners talk and make individual or collaborative presentations on
REFLECTION information recorded.
Week Ending: 11th NOV, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts
Sub Strand: Connections in Local and Global
Class: B7 Class Size:
Cultures
Content Standard: B7. 2.2.3. Music Indicator:
Demonstrate the ability to correlate and generate B7. 2.3.2.4 Appreciate and appraise an
ideas from indigenous creative musical forms and indigenous and a neo-traditional group Lesson:
art musicians in the immediate community, that within the community based on their 1 of 1
reflect a range of different times, cultures and style, instruments, song themes, dance
topical issues movements, etc.
Performance Indicator: Core Competencies:
Learners can appreciate and appraise an indigenous and a neo-traditional group PL5.2: PL6.1: CG5.4: PL6.2:
within the community DL5.3
Key words Enquiry, research, interview, indigenous, neo-traditional, exponent, allegory,
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: show a video of one of the class performances recorded a fortnight ago
STARTER (the Dance Drama Composition) or a similar video clip.

Recap of previous lesson using RCA technique.

Draw learners attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Play the following video clips of indigenous musical forms briefly and discuss Pictures and
LEARNING the genres involved with the class, namely: Videos
 recitative song forms (nnwomkrô, ebibindwom, etc.),
 dance genre song forms (atsiagbekô, adowa, kete, baamaaya, etc.),
 vocal effects (yodeling, ululation, holler, nasalization).

Review the definition of the four (4) terms that describe aesthetic
viewpoints in evaluating a musical work, namely;
 Formalism
 Referentializm
 Absolutism
 Expressionism

Try and come down to the level of learners

Discuss with learners, the basic elements of an indigenous and a neo-

traditional group—origin, ethnic group, gender, age, instruments, song
themes, dance movements, stylized dances, singing, drumming, costume,
venue, etc.

Put learners into small groups to compare and contrast two selected
indigenous and neo-traditional genre types they researched.
 Groups will organize the data collected and write up an aesthetic
appreciation report.

Ask groups to present the analysis (similarities and differences) in the

indigenous and the neo-traditional group within the community to the class.

Ask other groups to comment on the data presented. Sum up the lesson,
and ask groups to go and do more extensive research on the indigenous
and a neo-traditional group within the community for the future.

Assessment
(i) Ask learners to peer assess their colleagues.
(ii) Close the lesson by allowing learners to reflect, connect and apply the
knowledge acquired.
(iii) Explain the form the final summative examinations will take
PHASE 3: Close the lesson by facilitating a discussion on posters designed by learners
REFLECTION after the gallery-walk.
Summarize core-points for learners’ reflection.

Homework
Explain to students the form the final end of year summative examination will
 Fayol Inc. 0547824419/0549566881
TERM THREE
WEEKLY LESSON PLAN – B7
WEEK 10

Week Ending: 18th NOV, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Visual Arts
Sub Strand: Connections in Local and Global
Class: B7 Class Size:
Cultures
Content Standard: Visual Arts
Indicator:
B7. 2.3.1. Demonstrate the ability to correlate and Lesson:
B7. 2.3.1.2. Identify visual artworks that
generate ideas from visual artworks in the community 1 of 1
reflect the history, culture, environment
that reflect a range of different times, cultures and and topical issues in the community.
topical issues.
Performance Indicator: Core Competencies:
Learners can use visual artworks to solve topical issues in the community PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
Key words Chieftaincy, landmarks, artists and artworks, events, festivals, tourist sites
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Learners answer questions on how to generate ideas from visual artworks
in the community.

Share performance indicators and introduce the lesson.

PHASE 2: NEW Learners appreciate and appraise the pre-independence and post- pictures or video
LEARNING independence history, culture, environment and topical issues in the on the festivals,
community reflected in the selected visual artworks. tourist sites
Example: What time or era? (natural and man-
• Is it the pre-independence era characterized by independence made) chieftaincy
movements and struggles? etc.
• Is it the post-independence era marked by multi-party
democracy?

Learners compare the nature of the selected artworks to

determine their similarities and differences in terms of their
functional, aesthetics, social and cultural values.
Example:
Type of media:
• pastel, oil, water, acrylic, clay, wood, metal, fabric, paper. Etc.
• purposes of artworks:
• social events, market scenes, landscapes, plants, animals, folklore,
religious, political, etc.

Learners reflect on the effects of the history and culture of the

topical issues in the selected visual artworks.
Example:
• Does the work portray a topical issue of an era?
 • Is the issue or message conveyed using the media, techniques and
elements and principles of art?.

Assessment
Learners research and document how the history, culture,
environment and topical issues in the community is reflected in the
selected visual artworks.
PHASE 3: Learners talk and make individual or collaborative presentations on
REFLECTION information recorded.
Week Ending: 18th NOV, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts
Sub Strand: Connections in Local and Global
Class: B7 Class Size:
Cultures
Content Standard: B7. 2.2.3. Music Indicator:
Demonstrate the ability to correlate and generate B7. 2.3.2.4 Appreciate and appraise an
ideas from indigenous creative musical forms and indigenous and a neo-traditional group Lesson:
art musicians in the immediate community, that within the community based on their 1 of 1
reflect a range of different times, cultures and style, instruments, song themes, dance
topical issues movements, etc.
Performance Indicator: Core Competencies:
Learners can appreciate and appraise an indigenous and a neo-traditional group PL5.2: PL6.1: CG5.4: PL6.2:
within the community DL5.3
Key words Enquiry, research, interview, indigenous, neo-traditional, exponent, allegory,
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: show a video of one of the class performances recorded a fortnight ago
STARTER (the Dance Drama Composition) or a similar video clip.

Recap of previous lesson using RCA technique.

Draw learners attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Play the following video clips of indigenous musical forms briefly and discuss Pictures and
LEARNING the genres involved with the class, namely: Videos
 recitative song forms (nnwomkrô, ebibindwom, etc.),
 dance genre song forms (atsiagbekô, adowa, kete, baamaaya, etc.),
 vocal effects (yodeling, ululation, holler, nasalization).

Review the definition of the four (4) terms that describe aesthetic
viewpoints in evaluating a musical work, namely;
 Formalism
 Referentializm
 Absolutism
 Expressionism

Try and come down to the level of learners

Discuss with learners, the basic elements of an indigenous and a neo-

traditional group—origin, ethnic group, gender, age, instruments, song
themes, dance movements, stylized dances, singing, drumming, costume,
venue, etc.

Put learners into small groups to compare and contrast two selected
indigenous and neo-traditional genre types they researched.
 Groups will organize the data collected and write up an aesthetic
appreciation report.

Ask groups to present the analysis (similarities and differences) in the

indigenous and the neo-traditional group within the community to the class.

Ask other groups to comment on the data presented. Sum up the lesson,
and ask groups to go and do more extensive research on the indigenous
and a neo-traditional group within the community for the future.

Assessment
(i) Ask learners to peer assess their colleagues.
(ii) Close the lesson by allowing learners to reflect, connect and apply the
knowledge acquired.
(iii) Explain the form the final summative examinations will take
PHASE 3: Close the lesson by facilitating a discussion on posters designed by learners
REFLECTION after the gallery-walk.
Summarize core-points for learners’ reflection.

Homework
Explain to students the form the final end of year summative examination will
Week Ending: 18th NOV, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts
Sub Strand: Connections in Local and Global
Class: B7 Class Size:
Cultures
Content Standard: B7. 2.3.3.
Indicator:
Dance and Drama
B7. 2.3.3.6 Analyze works of other dance Lesson:
Demonstrate the ability to correlate and generate
and drama artistes based on the history, 1 of 1
ideas from creative artworks of dancers and
culture, environment and topical issues in
actors in the community that reflect a range of
and around their communities.
different times.
Core Competencies:
Performance Indicator:
PL5.2: PL6.1: CG5.4: PL6.2:
Learners can analyze works of other dance and drama artistes
DL5.3
Key words connections correlation local global analyze,
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: Introduce lesson by singing a familiar song and dance.
STARTER Build interest and confi dence of learners based on theme of song.

PHASE 2: NEW Show a video (dance or drama) of other places to learners. Pictures and
LEARNING Videos
Facilitate analysis or discussion of the video based on the history, culture,
environment and topical issues in and around the community.

Summarise the main ideas for learners’ reflection.

Write a group report on Aku Sika by Martin Owusu and/or The Palmwine
Drinkard by Adinku for class presentation.

Assessment
Let learners create own skits based on history, environment and social
security (SSNIT Pension) issues, sanitation, energy conservation, etc. in the
community for class discussion
PHASE 3: Close the lesson by facilitating a discussion on posters designed by learners
REFLECTION after the gallery-walk.
Summarize core-points for learners’ reflection.
 Fayol Inc. 0547824419/0549566881
TERM THREE
WEEKLY LESSON PLAN – B7
WEEK 11

Week Ending: 25th NOV, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts
Sub Strand: Connections in Local and Global
Class: B7 Class Size:
Cultures
Content Standard: B7. 2.2.3. Music Indicator:
Demonstrate the ability to correlate and generate B7. 2.3.2.4 Appreciate and appraise an
ideas from indigenous creative musical forms and indigenous and a neo-traditional group Lesson:
art musicians in the immediate community, that within the community based on their 1 of 1
reflect a range of different times, cultures and style, instruments, song themes, dance
topical issues movements, etc.
Performance Indicator: Core Competencies:
Learners can appreciate and appraise an indigenous and a neo-traditional group PL5.2: PL6.1: CG5.4: PL6.2:
within the community DL5.3
Key words Enquiry, research, interview, indigenous, neo-traditional, exponent, allegory,
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: show a video of one of the class performances recorded a fortnight ago
STARTER (the Dance Drama Composition) or a similar video clip.

Recap of previous lesson using RCA technique.

Draw learners attention to the new lesson’s content standard and

indicator(s).
PHASE 2: NEW Play the following video clips of indigenous musical forms briefly and discuss Pictures and
LEARNING the genres involved with the class, namely: Videos
 recitative song forms (nnwomkrô, ebibindwom, etc.),
 dance genre song forms (atsiagbekô, adowa, kete, baamaaya, etc.),
 vocal effects (yodeling, ululation, holler, nasalization).

Review the definition of the four (4) terms that describe aesthetic
viewpoints in evaluating a musical work, namely;
 Formalism
 Referentializm
 Absolutism
 Expressionism

Try and come down to the level of learners

Discuss with learners, the basic elements of an indigenous and a neo-

traditional group—origin, ethnic group, gender, age, instruments, song
themes, dance movements, stylized dances, singing, drumming, costume,
venue, etc.
 Put learners into small groups to compare and contrast two selected
indigenous and neo-traditional genre types they researched.

Groups will organize the data collected and write up an aesthetic

appreciation report.

Ask groups to present the analysis (similarities and differences) in the

indigenous and the neo-traditional group within the community to the class.

Ask other groups to comment on the data presented. Sum up the lesson,
and ask groups to go and do more extensive research on the indigenous
and a neo-traditional group within the community for the future.

Assessment
(i) Ask learners to peer assess their colleagues.
(ii) Close the lesson by allowing learners to reflect, connect and apply the
knowledge acquired.
(iii) Explain the form the final summative examinations will take
PHASE 3: Close the lesson by facilitating a discussion on posters designed by learners
REFLECTION after the gallery-walk.
Summarize core-points for learners’ reflection.

Homework
Explain to students the form the final end of year summative examination will take.
Week Ending: 25th NOV, 2022 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Performing Arts
Sub Strand: Connections in Local and Global
Class: B7 Class Size:
Cultures
Content Standard: B7. 2.3.3.
Indicator:
Dance and Drama
B7. 2.3.3.6 Analyze works of other dance Lesson:
Demonstrate the ability to correlate and generate
and drama artistes based on the history, 1 of 1
ideas from creative artworks of dancers and
culture, environment and topical issues in
actors in the community that reflect a range of
and around their communities.
different times.
Core Competencies:
Performance Indicator:
PL5.2: PL6.1: CG5.4: PL6.2:
Learners can analyze works of other dance and drama artistes
DL5.3
Key words connections correlation local global analyze,
Reference: Creative Arts And Design Curriculum P.g. 32

Phase/Duration Learners Activities Resources

PHASE 1: Introduce lesson by singing a familiar song and dance.
STARTER Build interest and confi dence of learners based on theme of song.

PHASE 2: NEW Show a video (dance or drama) of other places to learners. Pictures and
LEARNING Videos
Facilitate analysis or discussion of the video based on the history,
culture, environment and topical issues in and around the community.

Summarise the main ideas for learners’ reflection.

Write a group report on Aku Sika by Martin Owusu and/or The

Palmwine Drinkard by Adinku for class presentation.

Assessment
Let learners create own skits based on history, environment and social
security (SSNIT Pension) issues, sanitation, energy conservation, etc. in
the community for class discussion
PHASE 3: Close the lesson by facilitating a discussion on posters designed by
REFLECTION learners after the gallery-walk.
Summarize core-points for learners’ reflection.