PRIMARY 2 THIRD TERM LESSON NOTE CULTURAL AND CREATIVE ARTS
Week: One
Topic: Revision
Week: Two
Date:
Class: Basic Two
Subject: Cultural and Creative Art
Topic: Traditional dance
Period:
Duration: 40 minutes
Previous knowledge: Students are familiar with dancing
Behavioural objectives: At the end of the lesson, pupils should be able to
- Explain what traditional dance is;
2. Identify the uses of traditional dances; - Identify traditional dances in Nigeria;
- Perform a specified traditional dance.
Instructional material: Musical instrument e.g. dance, gong, pattlers or stakers, wooden drum, xylophones, clappers etc. Pictures of dancers performing. DVDs or VCDs recording of dances
Reference material: Learn Africa Cultural and Creative Art for primary schools by B.K Badaru and others
Content
Traditional dance
A traditional dance is an interesting body movement. It belongs to the local society or community. The dance goes with traditional music. We dance to the rhythm of the song or the beat of the instruments. Everybody may take part. Each ethnic group or languages have their type of dances. The Igbo people have a particular way of dancing to their songs. So also are the Yoruba, the Hausa, the Efik, Igala and other groups in Nigeria.
Traditional dances usually involves the twisting of the waist, clapping, bending the back and the knees, shaking the head and movement of the hands and legs.
Uses of traditional dances
- Traditional dances are used for entertainment.
- Traditional dances are used during occasions like marriages, coronations, festivals and rituals.
- Traditional dances are used for body exercises.
- Traditional dances are used with songs to tell stories.
Traditional dances in Nigeria
- The Bata dance: The Bata dance is common among the Yoruba tribe. It involves the sharp movement of the joints of the body to the rhythm of the drum.
- The Atilogwu dance: This is common among the Igbo tribe. It is a dance which needs much power. It is a dance of the youths in the society. They come out to show their strength. It is also an acrobatic dance where dancers somersault and carry one another.
3. The Koroso dance: The Koroso is common among the Fulani society. The dance is performed during ceremonies like the marriage ceremony. The females usually dance in a small area while the males dance to meet the females. - The Sharo dance: It is common among the Fulani people in Sokoto State. The Sharo dance is performed when a young man is looking for a wife. It is also performed during a marriage ceremony
- Other dances include the Ekombi dance, Jarawa dance, Gada dance, Swange dance and Unekisin dance. They belong to different ethnic groups in Nigeria. They also have different musical instruments and ways of dancing.
Presentation
Step I: Teacher revises the previous topic
Step II: Teacher inroduces the new topic ” Traditional dance”
Step III: Teacher explains the uses of traditional dance.
Step IV: Teacher explains examples of traditional dance in Nigeria.
Step V: Teacher and pupils perform one of the examples of traditional dance in Nigeria
Step VI: Pupils contribute and ask questions
Evaluation: answer the following questions with [Yes] or [No]
(a) Dancing is a body movement. [Yes] or [No]
(b) The Sharo dance is an example of a dance. [Yes] or [No]
(c) The Bata is not a type of drum. [Yes] or [No]
(d) The Atilogwu dance is a type of dance among the Yoruba tribe. [Yes] or [No]
(e) Shekere is Ichaka in Igbo language. [Yes] or [No]
Conclusion: Teacher concludes the lesson by evaluating the students and gives an assignment
Assignment
- What is traditional dance?
- Write out two uses of traditional dance.
- Discuss two examples of traditional dance in Nigeria
[mediator_tech]
1. A traditional dance belongs to the _______ society or community.
a) local
b) international
c) urban
2. Traditional dances are performed to the rhythm of _______.
a) the song
b) modern music
c) silence
3. Traditional dances involve the twisting of the _______.
a) waist
b) neck
c) fingers
4. Traditional dances are used for _______.
a) entertainment
b) cooking
c) gardening
5. The Bata dance is common among the _______ tribe.
a) Yoruba
b) Igbo
c) Hausa
6. The Atilogwu dance requires _______.
a) power
b) flexibility
c) silence
7. The Koroso dance is common among the _______ society.
a) Fulani
b) Efik
c) Igala
8. The Sharo dance is performed during _______.
a) marriage ceremonies
b) school exams
c) religious ceremonies
9. The Ekombi dance belongs to the _______ ethnic group.
a) unknown
b) Yoruba
c) Jarawa
10. The Gada dance has its origin in _______.
a) Nigeria
b) Ghana
c) South Africa
11. The Swange dance is performed in _______.
a) Nigeria
b) Kenya
c) Egypt
12. The Unekisin dance has its unique _______.
a) musical instruments
b) costumes
c) food
13. Traditional dances are used during occasions like _______.
a) festivals
b) shopping
c) movie nights
14. Traditional dances are used for _______ exercises.
a) body
b) mental
c) mathematical
15. Traditional dances are performed with songs to _______.
a) tell stories
b) play games
c) solve puzzles
Week: Three
Date:
Class: Basic Two
Subject: Cultural and Creative Art
Topic: Melodic pattern of traditional song
Period:
Duration: 40 minutes
Previous knowledge: Students are familiar song
Behavioural objectives: At the end of the lesson, pupils should be able to:
- Explain what melody is;
- Explain melodic patterns;
- Identify the melody of a specified song;
- Sing a simple melody using tonic solfa notation .
Instructional material: – Note books, music manuscripts, chalk boards, modulator charts.
Reference material: Learn Africa Cultural and Creative Art for primary schools by B.K Badaru and others
Content
Melodic pattern of traditional song
Melody is a group of musical notes that are nice to our ears. It is the pleasing sound of music. A sound can be in a falling tone or in a rising tone. The coming together of rising and falling tones gives us melody or good music.
The first thing to note is the tonic solfa. This is made up of eight (8) notes. The tonic solfa is also called the octave. From left to right on the key board, the tonic solfa is : DO RE MI FA SO LA TI DO. This is shortened to d: r: m: f: s: l: t: d:
The tonic solfa is used to give sounds to our songs. They may be used in different keys. The keys are A, B, C, D, E, F, G. They show how high or deep a song or part of it should be.
The keyboard
The keyboard is used to play tunes or melody. These are sounds that are pleasing to the ear. What we play on the keyboard is called keys. We have the black keys and the white keys
Presentation
Step I: Teacher revises the previous topic
Step II: Teacher introduces the new topic “Melodic pattern of traditional song “
Step III: Teacher explains what melody is
Step IV: Teacher explains what melodic pattern is
Step V: Teacher draws a keyboard and explains tonic solfa using the diagram
Step VI: Pupils contribute and ask questions
Evaluation:
Sing the rhyme: Melody of Twinkle Twinkle Little Star
Twinkle Twinkle Little Star d:d: s:s:l:l:s:–
How I wonder what you are f:f: m:m:r:r:d:–:
Up above the world so high s:s: f:f:m:m:r:–: 2x
Like a diamond in the sky d:d: s:s: l:l: s:–:
Conclusion: Teacher concludes the lesson by evaluating the students and gives an assignment
Assignment
1 What is melody?
2 The tonic solfa is made up of how many notes?
3 What is the other name of tonic solfa?
4 What is the keyboard used for?
5 What do you play on the keyboard?
[mediator_tech]
1. Melody is a group of musical notes that are pleasing to our _______.
a) eyes
b) ears
c) nose
2. The coming together of rising and falling tones gives us _______.
a) rhythm
b) melody
c) harmony
3. The tonic solfa is made up of _______ notes.
a) six
b) eight
c) ten
4. The tonic solfa is also known as the _______.
a) scale
b) octave
c) harmony
5. The tonic solfa is represented by the letters _______.
a) A, B, C, D, E, F, G
b) DO, RE, MI, FA, SO, LA, TI, DO
c) C, D, E, F, G, A, B
6. The keys on the keyboard are used to play _______.
a) melodies
b) rhythms
c) harmonies
7. The keyboard has _______ keys.
a) black and white
b) red and blue
c) green and yellow
8. The keys on the keyboard are played to create _______.
a) sounds
b) colors
c) shapes
9. The keys on the keyboard can be played in different _______.
a) songs
b) tones
c) sizes
10. The keys on the keyboard show how _______ a song or part of it should be.
a) loud or soft
b) fast or slow
c) high or deep
11. The keys on the keyboard represent different _______.
a) animals
b) fruits
c) letters
12. The keys on the keyboard are used to play _______.
a) melodies and tunes
b) games and puzzles
c) movies and videos
13. The keyboard produces sounds that are pleasing to the _______.
a) eyes
b) ears
c) mouth
14. The tonic solfa is used to give sounds to our _______.
a) dances
b) songs
c) speeches
15. The keys on the keyboard include _______ and _______ keys.
a) black, white
b) red, blue
c) green, yellow
Week: Four
Date:
Class: Basic Two
Subject: Cultural and Creative Art
Topic: Dramatization of story telling
Period:
Duration: 40 minutes
Previous knowledge: Students have listened to a story before
Behavioural objectives: At the end of the lesson, pupils should be able to:
- Identify the dramatic elements in a story;
- Act the role of a storyteller
Instructional material: – Illustrations in story books, characters in story books, cardboard paper etc
Reference material: Learn Africa Cultural and Creative Art for primary schools by B.K Badaru and others
Content
Dramatization of story telling
Why the tortoise has a bald head
“Story! Story!! The moon is out. It is time for storytelling. Where are my children? It is time for storytelling, come out!” Our grandpa called out to us. We all rushed out from our mother’s huts to sit with our grandpa. He sat under the mango tree in the compound.
Our grandpa’s name is Mr Salihu. He is seventy-two (72) years old. He is still strong but he cannot go to the farm again. We like our grandpa because he tells us good stories. The stories teach us to be good. They also teach us good moral behaviour. “Today, I want to tell you the story of the tortoise.” Grandpa started.
Once upon a time, there lived Mr Tortoise. He was a clever man. He did not like to work but instead stole from other people’s farm. He also stole from his neighbour’s pot. He had never been caught stealing before because he was clever. He went around walking like a rich man in the village. A lot of people thought Mr Tortoise was rich. This was because his body was always fresh. Nobody had ever caught him stealing. Tortoise liked to eat bean cake, ‘akara’ but he never bought one. He would go to the woman that fried bean cake ‘akara’ in the neighbourhood to steal some ‘akara’ from her. Every morning, other people always queued to buy from her. But one day when Mr Tortoise got there, he met a lot of people waiting to buy bean cake. He waited patiently until everybody left. Suddenly, somebody called the woman to come and attend to her baby crying inside the house. She quickly left the bean cake and rushed inside the house. Mr Tortoise, now left alone, stole some hot bean cakes to eat. He also packed some inside his cap and quickly wore it on his head. He ran away when he saw the woman coming. Soon after, the tortoise became restless and began to twist his neck because the hot bean cakes were hurting his head. On his way home, he wanted to remove the cap from his head but he couldn’t do this because people were greeting and talking with him. He then decided to branch at a neighbour’s house. As he was twisting his head in pain, the cap with the bean cakes fell to the floor. People who saw this laughed at him. Mr Tortoise felt bad and was sad because his head had become bald
The dramatic elements in a story
The elements in a story are the people in the story. There are three elements in a story. They are:
1 The narrator: This is the person who tells the story.
2 The characters: These are the people in the story.
3 The audience: These are the people who listen to the story.
In the story above, the elements are:
1 Mr Salihu: He is the grandpa. He is the person that tells the story. He is called the narrator.
2 The children: The children are called the audience. They are the ones that listen to the story.
3 The tortoise, the bean cake seller: These are the main people in the story. The people in the story are the tortoise, the bean cake seller, and the villagers. They are also called the characters.
Presentation
Step I: Teacher revises the previous topic
Step II: Teacher introduces the new topic “Dramatization of story telling”
Step III: Teacher tells the story of how “Mr tortoise has a bald head”
Step IV: Teacher lists and explains the elements in a story
Step V: Pupils tell a story they know
Evaluation:
(a) What did Mr Tortoise steal?
(b) Mr Tortoise is a clever man. [Yes] [No]
(c) Who is the storyteller?
(d) What is the name of grandpa?
(e) Mention three characters in the story.
(f) Stories teach us good behaviour. [Yes] [No]
Conclusion: Teacher concludes the lesson by evaluating the students and gives an assignment
Assignment
- Write a story you know.
- Write the elements in the story.
[mediator_tech]
1. The narrator is the person who _______ the story.
a) listens to
b) tells
c) writes
2. The characters in a story are the _______.
a) animals
b) objects
c) people
3. The audience is composed of the people who _______ the story.
a) watch
b) read
c) listen to
4. The narrator is responsible for _______ the story.
a) creating
b) editing
c) telling
5. The characters in a story are the individuals who _______ the events.
a) create
b) participate in
c) imagine
6. The audience plays a role in _______ the story.
a) creating
b) interpreting
c) criticizing
7. The narrator provides _______ of the story.
a) visuals
b) sounds
c) narration
8. The characters bring _______ and _______ to the story.
a) conflict, resolution
b) excitement, suspense
c) joy, happiness
9. The audience engages with the story through _______.
a) discussion
b) analysis
c) listening
10. The narrator’s perspective shapes the _______ of the story.
a) plot
b) setting
c) tone
11. The characters in a story can have different _______ and _______.
a) personalities, traits
b) ages, genders
c) occupations, hobbies
12. The audience’s response to the story can vary from _______ to _______.
a) excitement, boredom
b) understanding, confusion
c) laughter, sadness
13. The narrator’s storytelling techniques can include _______ and _______.
a) dialogue, description
b) action, suspense
c) humor, tragedy
14. The characters’ actions and decisions drive the _______ of the story.
a) climax
b) theme
c) conflict
15. The audience’s emotional connection to the story is influenced by its _______.
a) length
b) genre
c) content
Week: Five
Date:
Class: Basic Two
Subject: Cultural and Creative Art
Topic: Traditional festival
Period:
Duration: 40 minutes
Previous knowledge: Students are familiar with some traditional festivals in their locality
Behavioural objectives: At the end of the lesson, pupils should be able to:
- Explain what traditional festivals are;
2. State examples of traditional festivals; - Identify things associated with festivals;
- Mention important values derived from festivals
Instructional material: – Costumes worn during some festivals, pictures of some costumes, accessories used during the festivals or pictures of the accessories.
Reference material: Learn Africa Cultural and Creative Art for primary schools by B.K Badaru and others
Content
Traditional festivals
These are ceremonies which bring people together. Every tribe, society or community have a festival they do. The festivals are done to celebrate an event, customs or tradition.
Examples of traditional festivals
- The Osun festival: This Osun festival is held every year in Osogbo, Osun state. It celebrates the goddess of the Osun river. However, there is so much music, dancing, tourism activities, dressing and hairdo display. This has made the Osun festival an international cultural festival
2 The Eyo festival: This is held in Lagos State. The Eyomasquerade is dressed in white garment. He prays for people and collects gift from them.
3. The New Yam festival: This is held in the eastern part of Nigeria. It celebrates the New Yam season. Many Igbos go to their towns or villages to celebrate the festival. There is a great display of culture in traditional dresses, hairdo, music and dancing. Masquerades also come out during this festival.
- The Argungu festival: This is a festival common to Sokoto and Kebbi states in the northern part of Nigeria. It is held to celebrate the fishermen. The fishermen come out to catch fishes in the river and the man that catches the largest fish wins a prize. Beautiful boats, music and dresses are part of this festival.
- The Sharo festival: This festival is held among the Fulani tribe. It involves the flogging of a young man to qualify him to be an adult man. If the man passes the test, then he becomes a man, matured to be married. He is not expected to cry. This festival is performed in the market place.
[mediator_tech]
1. The Osun festival is celebrated in _______ state.
a) Ondo
b) Ekiti
c) Osun
2. The Osun festival celebrates the goddess of the _______.
a) river
b) sky
c) forest
3. The Eyo festival takes place in _______ State.
a) Lagos
b) Ogun
c) Oyo
4. During the Eyo festival, the Eyomasquerade is dressed in _______.
a) colorful garments
b) white garment
c) traditional attire
5. The New Yam festival is celebrated in the _______ part of Nigeria.
a) western
b) eastern
c) northern
6. The New Yam festival is a celebration of the _______ season.
a) planting
b) harvest
c) rainy
7. The Argungu festival is common to _______ states.
a) Sokoto and Kebbi
b) Lagos and Ogun
c) Ondo and Ekiti
8. The Argungu festival celebrates the _______.
a) farmers
b) fishermen
c) hunters
9. The Sharo festival is celebrated among the _______ tribe.
a) Yoruba
b) Igbo
c) Fulani
10. The purpose of the Sharo festival is to _______.
a) celebrate a bountiful harvest
b) flog a young man
c) showcase traditional music
11. The Sharo festival takes place in the _______.
a) market place
b) palace
c) village square
12. During the Sharo festival, a young man must not _______.
a) dance
b) cry
c) speak
13. The Osun festival has gained international recognition as a _______.
a) religious festival
b) cultural festival
c) sports festival
14. The Eyo festival involves the _______ of people by the Eyomasquerade.
a) blessing
b) flogging
c) praying
15. The New Yam festival showcases traditional _______ and _______.
a) food, drinks
b) music, dancing
c) games, sports
Things that are associated with traditional festivals
- Music
- Dance
- Clothes and shoes
- Animals
- Food and
- Fruits
The importance of traditional festivals
- Traditional festivals promote unity in the society.
- Traditional festivals promote cultural values.
- It is easier to spread information among people during festivals.
- Festivals teach the youths about their culture.
- Traders make more money because of many people coming home for the festivals.
- Many visitors come to know about our culture and people during festivals.
Presentation
Step I: Teacher revises the previous topic
Step II: Teacher introduces the new topic “Traditional festival”
Step III: Teacher lists and explains examples of traditional festival
Step IV: Teacher lists and explains things associated with and the importance of traditional festivals.
Step V: Pupils contribute and ask questions
Evaluation:
(a) Mention five materials associated with festivals.
(b) Which tribe celebrates the New Yam festival?
(c) Festivals teach us about our culture. [Yes] [No]
(d) Which state celebrates the Eyo festival?
(e) The Argungu festival is a fishing festival. [Yes] [No]
Conclusion: Teacher concludes the lesson by evaluating the students and gives an assignment
Assignment:
(a) The Argungu festival is common to which states?
(b) The Eyo masquerade wears a yellow dress. [Yes] [No]
(c) Which state celebrates the Osun festival?
(d) Which festival is celebrated among the Fulani tribe?
(e) Which festival takes place in the market?
[mediator_tech]
1. Traditional festivals often involve the use of traditional _______.
a) instruments
b) costumes
c) hairstyles
2. During traditional festivals, people participate in traditional _______.
a) games
b) sports
c) dances
3. Traditional festivals showcase the diversity of traditional _______.
a) music
b) art
c) literature
4. People often dress in traditional _______ during festivals.
a) clothes
b) jewelry
c) accessories
5. Some traditional festivals involve the presence of _______.
a) animals
b) statues
c) paintings
6. Traditional festivals offer a variety of traditional _______ for attendees to enjoy.
a) food
b) drinks
c) desserts
7. Traditional festivals may feature the display and consumption of traditional _______.
a) fruits
b) vegetables
c) grains
8. Traditional festivals foster a sense of _______ among the community.
a) unity
b) competition
c) individuality
9. Through traditional festivals, cultural _______ are passed down from one generation to another.
a) traditions
b) values
c) beliefs
10. Festivals provide an opportunity to share and exchange _______ among different communities.
a) information
b) resources
c) gifts
11. Traditional festivals play a significant role in _______ the younger generation about their cultural heritage.
a) educating
b) entertaining
c) challenging
12. Festivals create economic opportunities for _______ during the celebration.
a) traders
b) artists
c) historians
13. Traditional festivals attract _______ from different places, promoting cultural exchange.
a) visitors
b) performers
c) organizers
14. Festivals serve as a platform to showcase and preserve the rich _______ of a community or region.
a) history
b) traditions
c) language
15. Traditional festivals contribute to the overall _______ of a society.
a) development
b) entertainment
c) stability
Week: Six
Date:
Class: Basic Two
Subject: Cultural and Creative Art
Topic: Traditional song and folk song
Period:
Duration: 40 minutes
Previous knowledge: Students have been taught melodic pattern of traditional song
Behavioural objectives: At the end of the lesson, pupils should be able to:
- Define folk songs;
2. Identify folk songs in their local languages;
3. Sing a folk song in unison;
4. Identify the uses of folk songs.
Instructional material: -Note books, music manuscripts, chalk boards, modulator charts.
Reference material: Learn Africa Cultural and Creative Art for primary schools by B.K Badaru and others
Content
Traditional song and folk song
Folk songs are traditional music of the people. They are songs of the people in their local languages. We have folk songs in Igbo, Hausa, Yoruba, Itsekiri, Ijaw, Kanuri and other Nigerian languages. They are the local music of the people. They teach morals. An example is given below.
Song Meaning
Ise agbe, ise ile wa. Farming is our people’s occupation.
Eni ko si se, a ma ja le. He who does not work would surely steal.
Iwe kiko, laisi oko ati ada Education without agricultural practices,
ko ipe o, ko ipe o. Is not complete! ,Is not complete!!!
Uses of folk songs
- Folk songs are used to make babies to sleep.
- Folk songs are used to make folktales interesting.
- Folk songs are used to teach values
- Folk songs are used during ceremonies like weddings.
- Folk songs are used in traditional religious worship and ceremonies.
- Folk songs are used to educate the society or narrate history. Nowadays, we hear folk songs like – Laye olugbon… this means in the olden days.
Presentation
Step I: Teacher revises the previous topic
Step II: Teacher introduces the new topic “Traditional song and folk song”
Step III: Teacher lists and sings examples of traditional festival song and also teach the students how to sing it.
Step IV: Teacher explains the uses of folk song
Step V: Pupils contribute and ask questions
Evaluation:
1 Answer the following questions.
(a) Who is a farmer?
(b) Mention five crops a farmer plants.
(c) What is the name of a farmer in your dialect.
Conclusion: Teacher concludes the lesson by evaluating the students and gives an assignment
Assignment:
- What does folk song teaches us?
- Write a song that makes a baby to sleep.
3. Mention two uses of a folk song.
4. The tortoise is mentioned in many folk stories and songs. Mention one character of a tortoise.
[mediator_tech]
1. Folk songs are traditional music that originates from the _______.
a) people
b) government
c) schools
2. Folk songs are typically sung in _______ languages.
a) local
b) foreign
c) classical
3. Folk songs often convey _______ lessons or messages.
a) moral
b) political
c) scientific
4. Folk songs are commonly used to _______ babies and children.
a) soothe
b) entertain
c) educate
5. Folk songs add _______ to folktales and storytelling.
a) rhythm
b) harmony
c) melody
6. Folk songs are an effective medium to instill _______ in individuals.
a) values
b) skills
c) traditions
7. Folk songs are frequently performed at _______ celebrations.
a) wedding
b) business
c) academic
8. Traditional religious ceremonies often incorporate _______ songs.
a) folk
b) pop
c) classical
9. Folk songs serve as a means to _______ the history of a community or society.
a) narrate
b) invent
c) modify
10. Some folk songs begin with the phrase “Laye olugbon,” which means _______.
a) in the olden days
b) at sunrise
c) during the harvest
11. Folk songs are an integral part of _______ practices.
a) cultural
b) medical
c) legal
12. Folk songs help in _______ the society about important events or issues.
a) educating
b) entertaining
c) isolating
13. Folk songs contribute to the _______ of a community’s cultural heritage.
a) preservation
b) destruction
c) modification
14. The primary purpose of folk songs is to _______ and entertain.
a) educate
b) criticize
c) commercialize
15. Folk songs reflect the _______ and traditions of a particular group of people.
a) customs
b) innovations
c) technologies
Week: Seven
Date:
Class: Basic Two
Subject: Cultural and Creative Art
Topic:Pattern making using motifs and colour
Period:
Duration: 40 minutes
Previous knowledge: Students have seen well decorated clothes before.
Behavioural objectives: At the end of the lesson, pupils should be able to:
- Explain what a motif is;
2. Identify the materials used for making a motif;
3. Create simple motifs; - Make simple patterns using motifs;
- Apply colours to patterns.
Instructional material: Plain white clothe, water colour with different colours, pencils, ruler, picture, chart and illustrations.
Reference material: Learn Africa Cultural and Creative Art for primary schools by B.K Badaru and others
Content
Pattern making using motif and colour
A motif is a small design repeated to form a pattern. It is made by using different things. Examples of such items are leaves, flowers, different figures and shapes.
The materials used for making a motif
We could use the following materials for making a motif:
1 A4 Paper
2 Crayon
3 Ruler
4 Pencil
5 Eraser
6 Small objects that have the shape of a circle, or other shapes
How to use motif to make patterns
The following are steps to take to make motifs
Step 1: Place all the materials you need on the table.
Step 2: Rule your paper in vertical and horizontal lines as a guide.
Step 3: Draw triangular shapes in each of the boxes.
Step 4: Apply colours of your choice to the pattern.
The colouring pattern
The beauty of a motif depends on how you apply the colours. When colouring a motif, make sure you use, at least, three colours. This would make your work look beautiful.
Presentation
Step I: Teacher revises the previous topic
Step II: Teacher inroduces the new topic “Pattern making using motif and colour”
Step III: Teacher states the material needed for pattern making using motif and colour
Step IV: Teacher performs the steps for making pattern using motif and colour
Step V: Pupils are allow to make their own motif
Evaluation:
Make another motif and colour it. Follow the colouring pattern used in the class to colour your own motif.
Conclusion: Teacher concludes the lesson by evaluating the students and gives an assignment
Assignment:
- What is motif?
- List three materials needed for pattern making using motif and colour.
- State two steps for making pattern using motif and colour.
[mediator_tech]
1. A motif is a small design that is _______ to create a pattern.
a) repeated
b) enlarged
c) erased
2. Motifs can be created using various objects such as _______ and shapes.
a) leaves
b) numbers
c) letters
3. The materials needed for making a motif include _______.
a) A4 paper
b) paintbrushes
c) scissors
4. To create a motif, you can use a _______ to draw shapes.
a) ruler
b) compass
c) protractor
5. Step 2 in creating a motif involves ruling the paper with _______ lines as a guide.
a) vertical and horizontal
b) diagonal and curved
c) parallel and perpendicular
6. In step 3 of creating a motif, you draw _______ shapes in each box.
a) triangular
b) rectangular
c) circular
7. When making a motif, you can use _______ to add colors.
a) crayons
b) markers
c) watercolors
8. To make a pattern using motifs, you need to _______ the motifs.
a) repeat
b) erase
c) modify
9. The beauty of a motif pattern depends on how you _______ the colors.
a) apply
b) blend
c) remove
10. When coloring a motif, it is recommended to use _______ colors.
a) at least three
b) only one
c) as many as possible
11. Motif patterns can be used in various applications, such as _______.
a) textile design
b) computer programming
c) scientific research
12. Motif patterns can create a sense of _______ in artwork or design.
a) harmony
b) chaos
c) simplicity
13. Motif patterns can be found in traditional _______.
a) textiles
b) architecture
c) sports
14. Motif patterns can convey _______ or cultural significance.
a) symbolic
b) mathematical
c) scientific
15. Motif patterns allow for _______ and creativity in design.
a) repetition
b) experimentation
c) restriction
Week: Eight
Date:
Class: Basic Two
Subject: Cultural and Creative Art
Topic: Paper craft making and decorations
Period:
Duration: 40 minutes
Previous knowledge: Students are familiar with paper crafts.
Behavioural objectives: At the end of the lesson, pupils should be able to:
- Identify types of paper crafts;
2. State the uses of paper crafts;
3. Draw basic shapes of paper crafts; - Make paper crafts.
Instructional material: A4 paper, pencil, textbook, picture, chart and illustrations.
Reference material: Learn Africa Cultural and Creative Art for primary schools by B.K Badaru and others
Content
Paper craft making and decoration
Types of paper crafts
- Kite
- Aeroplane
- Hand fan
- Boat
5. Paper beads and paper mat - Masks and hat
Uses of paper crafts
Paper crafts are beautiful objects that can be used in the following ways:
- They are used for decorating our rooms during festive seasons.
- They are used for making toys.
- They are used for making greeting cards.
- They are used for making chains, bangles, and rings.
- They are used for making boxes like cartons. Cartons are used to put things at home.
How to make a paper fan
Follow the steps below to make your own fan.
Step 1 – Get an A4 size paper.
Step 2 – Draw lines at regular intervals on the paper.
Step 3 – Fold along the drawn lines in zigzag form.
Step 4 – Bring the centre of the folded paper together.
Step 5 – Fold the two sides together.
Step 6 – Use a glue to join the two edges together.
Step 7 – Tie a ribbon to the bottom of the paper where it is folded
Presentation
Step I: Teacher revises the previous topic
Step II: Teacher introduces the new topic ” Paper craft making and decorations”
Step III: Teacher states types of paper crafts
Step IV: Teacher explains the uses of paper craft
Step V: Pupils contribute and ask questions
Evaluation:
- List three types of paper craft
- Write two uses of paper craft
Conclusion: Teacher summaries the lesson and gives an assignment.
Assignment: Make a paper chain and bangles. Get all the materials you need before you start.
[mediator_tech]
1. Types of paper crafts include:
a) Kite
b) Aeroplane
c) Hand fan
d) Boat
e) Paper beads and paper mat
f) Masks and hat
2. Paper crafts can be used for:
a) Decorating rooms during festive seasons
b) Making toys
c) Creating greeting cards
d) Crafting chains, bangles, and rings
e) Making boxes like cartons
3. Step 1 in making a paper fan is to get an _______ size paper.
a) A3
b) A4
c) A5
4. Step 2 in making a paper fan involves drawing lines at regular intervals on the _______.
a) front side of the paper
b) back side of the paper
c) both sides of the paper
5. In step 3 of making a paper fan, you fold the paper along the drawn lines in a _______ form.
a) straight
b) curved
c) zigzag
6. Step 4 in making a paper fan is to bring the _______ of the folded paper together.
a) corners
b) edges
c) center
7. In step 5 of making a paper fan, you fold _______ sides together.
a) two
b) three
c) four
8. To join the two edges together in making a paper fan, you can use _______.
a) glue
b) tape
c) staples
9. Step 7 in making a paper fan involves tying a ribbon to the _______ of the paper where it is folded.
a) top
b) bottom
c) middle
10. Paper crafts can enhance _______ and creativity in decorations.
a) imagination
b) simplicity
c) complexity
11. Making paper crafts can be a fun _______ activity for children and adults.
a) educational
b) recreational
c) professional
12. Paper crafts can be used as unique _______ or gifts for special occasions.
a) decorations
b) souvenirs
c) artworks
13. Paper crafts allow for _______ and customization with different colors, patterns, and designs.
a) personalization
b) standardization
c) replication
14. Paper crafts can be made using various techniques such as _______ and folding.
a) cutting
b) weaving
c) molding
15. Paper crafts can be an environmentally friendly alternative to _______ decorations and materials.
a) plastic
b) metal
c) wood
Week:Nine
Date:
Class: Basic Two
Subject: Cultural and Creative Art
Topic:Colouring of functional art works
Period:
Duration: 40 minutes
Previous knowledge: Students are familiar with some art works
Behavioural objectives: At the end of the lesson, pupils should be able to:
- Mention several functional art works;
2. Draw different functional arts items;
3. Apply different colours to each of the drawings.
Instructional material: Textbook, picture, chart and illustrations.
Reference material: Learn Africa Cultural and Creative Art for primary schools by B.K Badaru and others
Content
Colouring of functional art works
Functional art works are both beautiful and useful. We use them every day in our homes. Examples of functional art works include walking stick, cups, pots and carved chairs.
More examples of functional art works include:-
- Carved chair: It is used for sitting.
- Flower vase: It is used for decoration.
- Lampshade : It is used for decoration.
- Wooden comb: It is used for combing the hair.
- Ceramic pot: It is used for cooking.
- Walking stick: It is used to help an old man to walk better.
Presentation
Step I: Teacher revises the previous topic
Step II: Teacher introduces the new topic ” Colouring functional art works “
Step III: Teacher states types of functional art works.
Step IV: Teacher explains the uses of functional art work
Step V: Pupils make relevant contributions.
Evaluation:
(a) Wooden comb: It is used for ______________.
(b) Walking stick: It is used for ______________.
(c) Flower vase: It is used for ______________.
(d) Ceramic pot: It is used for ______________.
Conclusion: Teacher summaries the lesson and gives an assignment.
Assignment: Answer the following questions with [Yes] or [No].
(a) Art works are beautiful. [ ]
(b) Functional art works are useless at home. [ ]
(c) Flower vase is used for drinking water. [ ]
(d) Ceramic pots are used for cooking. [ ]
(e) A walking stick is an example of a functional art work. [ ]
Students activities
1 Mention other functional art works that can be found in your home. Discuss this with your teacher and classmates.
2 Draw some of these art works in your notebook.
3 Apply different colours to these drawing
[mediator_tech]
1. Functional art works are both _______ and _______.
a) practical, decorative
b) functional, artistic
c) useful, creative
2. Functional art works can be found in our _______.
a) schools
b) workplaces
c) homes
3. Examples of functional art works include:
a) Walking stick
b) Cups
c) Pots
d) Carved chairs
4. A carved chair is used for _______.
a) sleeping
b) sitting
c) standing
5. A flower vase is used for _______.
a) cooking
b) decoration
c) drinking
6. A lampshade is used for _______.
a) lighting
b) storage
c) decoration
7. A wooden comb is used for _______.
a) eating
b) combing hair
c) painting
8. A ceramic pot is used for _______.
a) planting
b) cooking
c) washing
9. A walking stick is used to help _______.
a) a young child walk
b) an old man walk better
c) carry heavy objects
10. Colouring functional art works can enhance their _______ and make them more visually appealing.
a) durability
b) functionality
c) aesthetics
11. When colouring functional art works, it is important to choose colours that complement the _______ and the _______ of the object.
a) size, shape
b) material, design
c) function, purpose
12. Colouring functional art works can be done using various mediums such as _______ or _______.
a) paint, markers
b) clay, wood
c) fabric, metal
13. The choice of colours for functional art works can depend on personal _______ or the intended _______.
a) preference, use
b) style, audience
c) mood, occasion
14. Adding colours to functional art works can bring out their _______ and make them stand out in a room.
a) simplicity
b) versatility
c) uniqueness
15. The colouring process of functional art works requires attention to detail and _______ to ensure a high-quality finish.
a) creativity
b) patience
c) precision
Pry 2 Creative Art 1st Term Exams