B9 CAD WK1 - Merged

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0547824419/0549566881
FIRST TERM
WEEKLY LESSON PLAN – B9
WEEK 1
Week Ending: 06-10-2023 DAY: Subject: Creative Arts And Design

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

PHASE 1: STARTER Display images or short video clips of two scenarios: a 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 charts
LEARNING
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 new ideas
REFLECTION 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.
Duration: 60MINS Strand: Visual Arts
Class: B9 Class Size: Sub Strand: Media And Techniques
Indicator:
Content Standard: Lesson:
B9. 2.1.1.1 Explore and identify media and
B9. 2.1.1. Demonstrate understanding and apply media and
techniques used to create visual artworks 1 of 1
techniques in casting, assemblage and folding
by casting, assemblage and folding
Core Competencies:
Learners can explore and identify media and techniques used to create
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
visual artworks
Key words Casting, Assemblage, Folding, Realia

PHASE 1: STARTER Display a piece of artwork that combines casting, 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, and realia Vidoes
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 discussion.
REFLECTION Encourage learners to think about how they might use these
techniques in their own artwork in the future.
Duration: 60MINS Strand: Performing Arts (Music)
Content Standard: Indicator:
B9. 2.1.2. Demonstrate knowledge, B9 2.1.2.5 Sing in pitch triads on all the Lesson:
understanding and application of triads,
chord progression and improvisation in
seven degrees of the scale horizontally 1 of 1
music (arpeggios) and vertically (harmony)
Performance Indicator: Core Competencies:
Learners can understand and practice singing in pitch triads on all seven degrees PL5.2: PL6.1: CG5.4: PL6.2:
of the scale, both horizontally (as arpeggios) and vertically (as harmony) DL5.3
Key words Arpeggio, Harmony, Triad, Scale Degree

PHASE 1: STARTER Play a familiar song for learners that prominently 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 perform Introduce learners to the concept of an arpeggio, explaining it as Music box,
on melodic playing or singing the notes of a chord in a sequence. pictures and
instruments triads charts
built on all the seven Play or demonstrate arpeggios for different scale degrees on a
degrees of the scale piano or another instrument.
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 in music.
REFLECTION
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.
Fayol Inc. 0547824419/0549566881
FIRST TERM
WEEK 2

Sub Strand: Creativity, Innovation & The Design
Process
Content Standard:
Indicator:
B9 1.3.1 Demonstrate understanding of creativity Lesson:
B9 1.3.1.1 Distinguish between creativity and
and innovation in terms of the design process and
innovation and their application for developing 1 of 1
its application in developing design solutions to
problems in society
Learners can describe the differences between creativity and innovation PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
Key words Creativity, Innovation, Design, Solution

PHASE 1: STARTER Display images or short video clips of two scenarios: a 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 charts
LEARNING
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 new ideas
REFLECTION 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.
Indicator:
Core Competencies:
Learners can identify media and techniques used to create visual
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
artworks by casting, assemblage and folding.

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

indicator(s).
PHASE 2: NEW Briefly demonstrate the basics of casting, assemblage, and folding Pictures and
LEARNING 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 of different
REFLECTION artistic techniques, the importance of feedback in the creative
process, and the necessity of maintaining a safe and organized
workspace.
Duration: 60MINS Strand: Performing Arts (Dance and Drama)
B9. 2.1.3: Demonstrate understanding B9.2.1.3.8 Explore and identify the various Lesson:
and application of media and approaches to improvisation, creating 1 of 1
techniques in Dance and Drama harmony/balance and blocking for dance and drama
Learners can identify the various approaches to improvisation, creating PL5.2: PL6.1: CG5.4: PL6.2:
harmony/balance and blocking for dance and drama DL5.3
Key words Improvisation, Harmony/Balance, Blocking, Masking

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

indicator(s).
Sing and/or perform Start by defining 'performance space' and its importance. Music box,
on melodic Provide learners with a blank stage layout. Ask them to label parts pictures and
instruments triads they are familiar with. charts
built on all the seven
degrees of the scale Discuss their labels and then introduce additional parts of the
melodically performance space they might not have 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.
REFLECTION
Fayol Inc. 0547824419
FIRST TERM
WEEK 3
Indicator:
Core Competencies:
Learners can identify media and techniques used to create visual
PL5.2: PL6.1: CG5.4: PL6.2: DL5.3
artworks by casting, assemblage and folding.

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

indicator(s).
PHASE 2: NEW Briefly demonstrate the basics of casting, assemblage, and folding Pictures and
LEARNING 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?
workspace.
B9. 2.1.2. Demonstrate knowledge, B9 2.1.2.5 Sing in pitch triads on all the Lesson:
understanding and application of triads,
chord progression and improvisation in
seven degrees of the scale horizontally 1 of 1
music (arpeggios) and vertically (harmony)
Learners can understand and practice singing in pitch triads on all seven degrees PL5.2: PL6.1: CG5.4: PL6.2:
of the scale, both horizontally (as arpeggios) and vertically (as harmony) DL5.3
Key words Arpeggio, Harmony, Triad, Scale Degree

PHASE 1: STARTER Play a familiar song for learners that prominently 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.

indicator(s).
Introduce learners to the concept of an arpeggio, explaining it as Music box,
playing or singing the notes of a chord in a sequence. pictures and
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?
REFLECTION
B9. 2.1.3 Demonstrate understanding B9.2.1.3.9 Experiment and practice by using the Lesson:
and application of media and techniques of improvisation, creation of 1 of 1
techniques in Dance and Drama harmony/balance and blocking in dance and drama
Learners can understand the concept of harmony and balance, and practice PL5.2: PL6.1: CG5.4: PL6.2:
blocking effectively in dance and drama scenarios. DL5.3
Key words Improvisation, Harmony, Blocking, and Posture.

PHASE 1: STARTER Play a short piece of music. Let learners move freely around the
room.
When the music stops, shout a keyword, e.g., "Swim!" or "Fight!"

Learners freeze in a pose that represents that keyword.

indicator(s).
Divide learners into small groups. Music box,
Call out the various movements like walking, running, crouching, pictures and
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, and
REFLECTION improvisation in drama.
Encourage learners to notice these elements when they watch

plays or movies.
Fayol Inc. 0547824419
FIRST TERM
WEEK 4
Content Standard:
Indicator:
B9. 2.1.1. Demonstrate understanding and Lesson:
B9. 2.1.1.2 Experiment by using techniques in 1 of 1
apply media and techniques in casting,
casting to create visual artworks
assemblage and folding
Learners can experiment by using techniques in casting to create visual Decision Making Creativity, Innovation
artworks Communication
Key words Casting, Filled-in, hump, hollow

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

indicator(s).
PHASE 2: NEW Engage learners to discuss each casting technique: filled-in, hump, Pictures and
LEARNING 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?
workspace.
Class: B9 Class Size: Sub Strand: Creative and Aesthetic Expression
Indicator:
B9.2.2.3.7 Perform an original dance drama and/or one 1 of 1
B9 2.2.3 Producing a dance drama
act play on socio-cultural issues
Learners can create an original dance drama or one-act play that explores a Decision Making Creativity,
specific socio-cultural issue. Innovation Communication
Key words Sanitation, energy, conservation, socio-cultural.

PHASE 1: STARTER Begin the lesson with a thought-provoking question or 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.

indicator(s).
Brainstorm learners to list potential socio-cultural issues (e.g., Music box,
sanitation, energy conservation) and briefly introduce each one. pictures and
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 reflections and
REFLECTION insights from the assessment questions.
Encourage them to consider how they can take action to address

the socio-cultural issue they explored.
Fayol Inc. 0547824419
FIRST TERM
WEEKLY LESSON PLAN
WEEK 5
Sub Strand: Creativity, Innovation And The
Design Process
Content Standard:
Indicator:
B9 1.3.1 Demonstrate understanding of Lesson:
B9 1.3.1.2 Demonstrate understanding of the
creativity and innovation in terms of the design 1 of 1
design process in relation to creativity and
process and its application in developing design
innovations in design
solutions to problems in society
Learners can recognize the importance of the design process in fostering creativity Core Competencies:
Decision Making Creativity,
and innovation and apply knowledge of the design process in creative problem Innovation Communication
solving.
Key words Design Process, Creativity, Innovation, Problem Solving

PHASE 1: STARTER Display a variety of everyday items (e.g., a chair, a cup, 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?"

indicator(s).
PHASE 2: NEW Research and record the concept, importance, and application of Pictures and
LEARNING the design process in creative problem solving. Videos
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 out from
REFLECTION learners what they have learnt during the lesson.
Take feedback from learners and summarize the lesson.
Content Standard:
Indicator:
B9 2.1.1.3 Apply artistic techniques in folding by 1 of 1
using available media to make creative artworks.
Learners can recognize artists known for using folding techniques in their artworks Decision Making Creativity,
and apply these folding techniques to create their own creative artworks Innovation Communication
Key words Creasing, Pleating, Knotting, Origami

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

do you think they were created?"

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

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?
B9. 2.2.2. Exhibit competences in the B9.2.2.2.4 Design and produce own musical work that Lesson:
application of the design process to reflects a range of different times and cultures that 1 of 1
produce and display own creative promote and sensitize the public on emerging topical
musical work. issues
Learners can recognize musical works that address emerging topical issues from Core Competencies:
various African cultures and design their own musical piece that highlights a Innovation Communication
chosen issue.
Key words Topical Issues, Sensitize, Rehearsal, Indigenous

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

indicator(s).
Have learners research and select musical works from the African Music box,
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).

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?
Fayol Inc. 0547824419
FIRST TERM
WEEKLY LESSON PLAN
WEEK 6
Design Process
Content Standard:
Indicator:
B9 1.3.1.2 Demonstrate understanding of the
design process in relation to creativity and
process and its application in developing design
innovations in design
solutions to problems in society
Learners can recognize the importance of the design process in fostering creativity Core Competencies:
and innovation and apply knowledge of the design process in creative problem Innovation Communication
solving.
Key words Design Process, Creativity, Innovation, Problem Solving

PHASE 1: STARTER Display a variety of everyday items (e.g., a chair, a cup, 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?"

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

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 the lesson:
REFLECTION 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?
Content Standard:
Indicator:
B9 2.1.1.3 Apply artistic techniques in folding by 1 of 1
using available media to make creative artworks.
Learners can recognize artists known for using folding techniques in their Core Competencies:
artworks and apply these folding techniques to create their own creative
Innovation Communication
artworks.
Key words Creasing, Pleating, Knotting, Origami

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

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

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?
during the lesson.
Indicator:
B9.2.2.3.8 Post-performance analysis of the original 1 of 1
B9. 2.2.3 Producing a Dance Drama
dance drama and/ or one act play
Learners can critically analyze the performances created by themselves, with a Core Competencies:
focus on their representation of socio-cultural issues and the effectiveness of Innovation Communication
their message.
Key words Topical Issues, Sensitize, Rehearsal, Indigenous, Choreography

PHASE 1: STARTER Play a short clip of a famous dance drama or one-act play that
addresses a socio-cultural issue.
Ask students to discuss the main issue being portrayed and how
effectively it was communicated.

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

Fayol Inc. 0547824419
FIRST TERM
WEEKLY LESSON PLAN
WEEK 7
Content Standard:
Indicator:
B9. 2.2.1.Exhibit art works produced from Lesson:
B9. 2.2.1.1 Design and produce own visual
competences and skills acquired from the 1 of 1
artworks that reflect a range of different
application of the philosophies, designs and
times, cultures and topical issues
processes learnt from different times and cultures
Learners can appreciate the elements of design present in artworks from Decision Making Creativity,
different times and cultures. Innovation Communication
Key words Composition, Elements of Design, Media, Techniques

PHASE 1: STARTER Display an artwork from a well-known artist from a 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.

indicator(s).
PHASE 2: NEW Learners select an artist or artwork from a different time or culture Pictures and
LEARNING 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?
during the lesson.
B9. 2.2.2. Exhibit competences in the application B9. 2.2.2.5 Plan and display own and others’ Lesson:
of the design process to produce and display musical works within the African continent 1 of 1
own creative musical work that reflect a range that promote and sensitize the public on
of different times, cultures and topical issues emerging topical issues
Learners can create their own musical pieces that address a current topical Decision Making Creativity,
issue within the African continent. Innovation Communication
Key words Original Composition, African Context, Musical Expression, Public Awareness

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

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

Fayol Inc. 0547824419
FIRST TERM
WEEKLY LESSON PLAN
WEEK 8
Design Process.
Content Standard:
Indicator:
B9 1.3.1.3 Demonstrate ability to apply the
design process to create artefacts that solve
process, and its application in developing
specific problems in the local community
Learners can demonstrate the ability to apply the design process to create Decision Making Creativity,
artefacts that solve specific problems in the local community. Innovation Communication
Key words Design process, Artefacts, Creativity, Local community

PHASE 1: STARTER Begin with a thought-provoking question: "Think about 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.

indicator(s).
PHASE 2: NEW Explain the design process as a systematic approach to problem- Pictures and
LEARNING solving, which involves defining the problem, brainstorming Videos
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?
during the lesson.
Content Standard:
B9. 2.2.1.Exhibit art works produced from Indicator:
competences and skills acquired from the B9. 2.2.1.1 Design and produce own visual Lesson:
application of the philosophies, designs and artworks that reflect a range of different times, 1 of 1
processes learnt from different times and cultures and topical issues
cultures
Learners can apply the understanding of design elements from researched Decision Making Creativity,
artworks in creating a personal artwork. Innovation Communication
Key words Inspiration, Art-specific Language, Personal Artwork, Peer Evaluation

PHASE 1: STARTER Show a modern artwork that is clearly inspired by past cultures or
time periods (e.g., a contemporary artwork using Renaissance
techniques).
Discuss how artists can draw inspiration from the past.

indicator(s).
PHASE 2: NEW Using their research from Lesson Plan 1, learners will plan and start Pictures and
LEARNING creating their own artwork, incorporating elements of design Videos
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?
during the lesson.
Indicator:
Content Standard:
B9.2.2.3.9. Organize an appreciation and appraisal of own and Lesson:
B9. 2.2.3: Producing a Dance 1 of 1
others’ dance and drama artworks that reflect a range of
Drama
different times, cultures and topical issues
Learners can appreciate and appraise of one's own and others' Decision Making Creativity, Innovation
dance and drama artworks Communication
Key words Appreciation, Appraisal, Dance, Drama

PHASE 1: STARTER Begin with a short video clip or performance of a 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.

indicator(s).
Define the terms "appreciation" and "appraisal" in the context of Music box,
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 on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
during the lesson.
Fayol Inc. 0547824419
FIRST TERM
WEEKLY LESSON PLAN
WEEK 9
Design Process.
Content Standard:
Indicator:
B9 1.3.1.3 Demonstrate ability to apply the
design process to create artefacts that solve
process, and its application in developing
specific problems in the local community
Learners can demonstrate the ability to apply the design process to create Decision Making Creativity,
artefacts that solve specific problems in the local community. Innovation Communication
Key words Design process, Artefacts, Creativity, Local community

PHASE 1: STARTER Begin with a thought-provoking question: "Think about 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.

indicator(s).
PHASE 2: NEW Explain the design process as a systematic approach to problem- Pictures and
LEARNING solving, which involves defining the problem, brainstorming Videos
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?
during the lesson.
Sub Strand: Connections In Local And Global
Cultures
B9. 2.2.1. Demonstrate the skill to correlate and B9. 2.3.1.1. Identify, discuss, and analyze Lesson:
generate ideas from creative artworks of African creative artworks of African visual artists that 1 of 1
artists that reflect a range of different times, reflect their background, influence and way of
cultures and topical issues solving continental issues
Learners can identify, discuss, and analyze creative artworks of African Decision Making Creativity,
visual artists Innovation Communication
Key words African visual artists, Background, Influences, Continental issues

PHASE 1: STARTER Begin with a slideshow or display of artworks from prominent
African visual artists.
Ask learners to share their initial reactions and thoughts about the
artworks. Encourage them to notice patterns, themes, and styles.

indicator(s).
PHASE 2: NEW Showcase artworks from various African visual artists, representing Slideshow or
LEARNING different disciplines (painting, sculpture, photography, etc.). display of
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.
during the lesson.
Sub Strand: Connections In Local And Global
Cultures
B9. 2.3.2: Demonstrate the skill to B9. 2.3.2.3. Distinguish different ways musical Lesson:
correlate African music that reflect the works of African art composers reflect the 1 of 1
history, culture and topical issues history, culture, environment and topical issues
Learners can appreciate and appraise of one's own and others' dance and Decision Making Creativity,
drama artworks Innovation Communication
Key words Musical Reflections, African Art Composers, Topical Issues, Transcription
Reference: Creative Arts And Design Curriculum Pg. 56

PHASE 1: STARTER Begin with a brief listening session featuring excerpts from musical
works by Akin Euba and J. H. K. Nketia.
Ask learners to share their initial impressions and any observations

about the music.

indicator(s).
Provide background information on Akin Euba and J. H. K. Nketia, Music box,
emphasizing their contributions to African music and their distinct pictures and
styles. charts, Musical
excerpts by Akin
Play selected musical pieces by both composers, ensuring a diverse Euba and J. H. K.
range that reflects their individual styles and themes. Nketia
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 on the
REFLECTION lesson:
1. Tell the class what you learnt during the lesson.
during the lesson.

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Fayol Inc.

Week Ending: 06-10-2023 DAY: Subject: Creative Arts And Design

Phase/Duration Learners Activities Resources

Ask learners to discuss in pairs or small groups what they observe

Share performance indicators and introduce the lesson

Facilitate a class discussion about how creativity and innovation

Phase/Duration Learners Activities Resources

Ask learners to guess or identify the techniques used in the

Draw attention to the new lesson’s content standard and

Ask learners to identify and record information on these tools and

Discuss the reasons for their classifications in their groups.

Ask each group to display their classified tools and materials on a

Phase/Duration Learners Activities Resources

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

Explain the concept of harmony, emphasizing the simultaneous

Play or demonstrate harmonized triads on a piano or another

Week Ending: 13-10-2023 DAY: Subject: Creative Arts And Design

Phase/Duration Learners Activities Resources

Ask learners to discuss in pairs or small groups what they observe

Share performance indicators and introduce the lesson

Facilitate a class discussion about how creativity and innovation

Phase/Duration Learners Activities Resources

Prompt learners to discuss in small groups which technique(s) they

Draw attention to the new lesson’s content standard and

Provide learners with a variety of materials and tools. Allow them

Set up a gallery walk where learners display their artworks.

Ensure learners provide both positive feedback and constructive

Discuss the importance of safety, maintenance, and sustainability in

Highlight the appropriate ways to store various tools, clean

Instruct learners to apply their knowledge to clean and restore the

Phase/Duration Learners Activities Resources

Ask learners to observe the actors' movements, the use of space,

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

Initiate a discussion about which body parts are most expressive in

In groups, learners can improvise short scenes or dance

Introduce various props and discuss their significance. Let learners

Brainstorm learners to explain concepts

Phase/Duration Learners Activities Resources

Prompt learners to discuss in small groups which technique(s) they

Draw attention to the new lesson’s content standard and

Provide learners with a variety of materials and tools. Allow them

Set up a gallery walk where learners display their artworks.

Ensure learners provide both positive feedback and constructive

Discuss the importance of safety, maintenance, and sustainability in

Highlight the appropriate ways to store various tools, clean

Phase/Duration Learners Activities Resources

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

Explain the concept of harmony, emphasizing the simultaneous

Play or demonstrate harmonized triads on a piano or another

Phase/Duration Learners Activities Resources

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

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

Encourage learners to improvise and perform the movements

Rotate the movements, allowing for each group to try multiple

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

Ask learners to move according to these directions, ensuring they

Encourage learners to ensure their scenes have harmony and

Encourage learners to notice these elements when they watch

Phase/Duration Learners Activities Resources