SECOND TERM CULTURAL AND CREATIVE ART SCHEME OF WORK FOR PRIMARY THREE (3)/ BASIC THREE (3)

WEEK 1: MODELLING

UNITS:                                                                

1. Definition of  modelling
2. Definition of clay
3. modeling objects
4. methods of clay preparation

TEACHER’S ACTIVITIES:

Lesson 1

• Teachers teaches by explaining modelling as object that are shaped or formed from clay or cement e.g. pot , local lamp, plate, flower vase, cup.
• Teacher explain further that clay is the heavy or thick soil, which becomes harder when it is dried or baked.
• Teacher shows Diagrams of modeling objects and write them on the board.

Pot, local lamp, plate, cup and flower vase.

• Teacher mention methods of clay preparation i.e.
• wet method
• dry method

PUPILS ACTIVITIES

1. Pupils listen attentively to teacher’s explanation
2. They explain modelling
3. They mention at least  five modelling objects
4. They write what they understand about clay
5. They write two methods of preparing clay

TEACHING/LEARNING RESOURCES/AIDS

1. Clay
2. Wooden board
3. Blunt knife
4. String
5. Water
6. Moulds

WEEK 2 and 3: METHODS OF MODELLING

UNIT:                                                                  

• modelling methods with clay

TEACHER’S ACTIVITIES:

1. Teacher writes modelling methods with clay for pupils
2. Pinching
3. Coiling
4. slapping
5.  Teacher explains each method with examples.

PINCHING: this is done by putting the right thumb into the centre of the clay that has been kneaded to create thin walls by pushing and pinching between thumb and fingers e.g. paper weight, pen holder.

COILING: this is done by cutting out tiny slab of clay and rolling it out into coils.

The coils can be joined up both inside and outside to model an object e.g. pot, flower vase, jug.

SLABBING: is done by joining slabs of clay in modelling objects e.g. Tray, jewelry box.

• Teacher demonstrates the method  of modeling
• Teacher ask pupils to use methods of their choice to mould a cup, a flower vase and a pot.

PUPILS ACTIVITIES:

1. Pupils identify things found in the environment.
2. They list things in the environment.
3. They draw and colour few things found in a clean environment.

TEACHING/LEARNING RESOURCES/AIDS:

1. Clay
2. Wooden board
3. Blunt knife
4. String
5. Water
6. Moulds

WEEK 4: DRAMA SKETCH FROM STORY

UNITS:                                                                

1. Explain drama
2.  the process of play creating

TEACHER’S ACTIVITIES:

• Teacher explains drama as a play that is written to read or acted on stage.

People who perform or play roles stated in the script are called characters.

• Teacher explain the process of play creating  and leads pupils in a play crating process
• Teacher plays a video of a play involving children as actors or actresses.

PUPILS ACTIVITIES:

1. Pupils listen to teacher explanation
2. They watch a video of children’s play
3. They participate in play creating process

TEACHING/LEARNING RESOURCES/AIDS:

1. Textbooks
2. Notebooks
3. Pencils
4. Cleaners
5. DVD or VCD
6. television

WEEK 5: THEATRE AND DRAMA

UNITS:                                                                

• Description of theatre
• examples of drama
• The difference between drama and theatre.

TEACHER’S ACTIVITIES

Lesson 1

1. Teacher  describe theatre in the following ways:
2. Play or drama considered as entertainment that is acted on stage for an audience to see.
3. People who act or perform a drama on a stage are called actors or actresses.
4. The group of people who have gathered to watch or listen to something is known as audience.
5. Masquerade festival and storytelling are examples of theatre

Lesson 2

1. Teacher leads pupils to recall  the meaning of drama and give examples:
2. Drama is a play that is written to be rea or acted on stage.
3. The people who perform or play roles stated in the script are known as characters.
4. People who come to a place to watch drama are called audience.
5. The lion and the jewel by Wole Soyinka, acbeth by Williams Shakespeare are example s of drama.

• Teacher explains the difference between drama and theatre.
• Theatre is the performance on stage a stage and is acted in the presence of an audience while drama can simply be read as text.
• The communication in a drama is between the playwright and the audience. In a theatre it is between the playwright and the audience. In a theatre it is between the playwright, actors, actresses and the audience.
• The performers in a drama are known as characters, but they are referred to as actors in a theatre.

PUPILS ACTIVITIES

1. Pupils differentiate between theatre and drama.
2. They mention two examples of drama and theatre
3. Who is actor and actress?

TEACHING/LEARNING RESOURCES/AIDS

• Chalk
• Blackboard
• Video recorded drama
• Drama text

WEEK 6:  STAGING

TEACHER’S ACTIVITIES

1. Teacher explains the requirement of a play production.
2. Teacher discusses the process involved on play production.
3. Teacher states the different stages of a play production process.

PUPILS ACTIVITIES

1. Pupils listen to teacher’s explanation
2. They identify requirements for a play production
3. They identify processes of staging a play.
   TEACHING/LEARNING RESOURCES/AIDS
4. Textbook
5. Notebooks
6. Chalkboard

WEEK 7: REVISION AND MID TERM’S TEST

TEACHER’S ACTIVITIES: REVISION AND MID TERM’S TEST

PUPILS ACTIVITIES: REVISION AND MID TERM’S TEST

TEACHING/LEARNING RESOURCES/AIDS

WEEK 8 and 9: MORAL VALUES

UNITS:                                                                

1. what are moral value
2.  Basic social behaviour at home, school and in the society.
3.   non acceptable non acceptable behaviours and their consequences
4.  what moral values teaches

TEACHER’S ACTIVITIES: 

• Teacher explains what moral value are:
• Good Behaviour
• Standards of behaviour that are considered good or acceptable in a given society.

•  Teacher discusses basic social behaviour at home, school and in the society. They are:
• Respect for elders
• Greetings, honesty
• Obedience, good eating habits
• Good dressing and neatness etc.
•     Teacher teaches non acceptable behaviors and their consequences

Non- acceptable behavior

1. Disobedience
2. Stealing
3. Smoking
4. Fighting

Their consequences are:

• Disgrace
• Sudden death
• Sorrow
• imprisonment
• teacher tells what moral values teaches:
• Moral values develop spirit of creativity.
• They teach co-operation and team spirit.

• Teacher groups pupils to act drama on good moral value.

PUPILS ACTIVITIES

1. Pupils listen to teacher’s explanation
2. Pupils state the advantages of good behaviour in the selected folk tales.
3. They mention bad behaviours we should not put on in the society
4. They act good drama that teaches morals.

TEACHING/LEARNING RESOURCES/AIDS

• Costumes stage
• Story books
• Pupils textbook

WEEK 10 – 11: LOCAL CRAFTS AND TYPES

UNITS:                                                                

1. local crafts
2. identify local craft work and materials used for making them
3. types of craftwork in our localities
4. Examples of craftwork in our country.

TEACHER’S ACTIVITIES

• Teacher explains local crafts as any artwork that can be done with the use of our hands or manual skills.
• Teacher invites a local crafts worker to practice on the making of local crafts work like pottery, leather work.
• Teacher guides pupils to identify local craft work and materials used for making them e.g.

Pottery is made of clay.

Weaving is made of raffia or thread.

• Teacher writes types of craftwork in our localities:
• Pottery
• Weaving
• Leather work
• Blacksmithing
• dyeing
• Teacher leads pupils to write examples of craftwork in our country.

PUPILS ACTIVITIES:

1. Pupils identify local crafts in their society
2. They write types of local crafts and materials used for making them.
3. They mention two examples of craftwork in our country.
4. They produce a selected local craft.

TEACHING/LEARNING RESOURCES/AIDS

• Assorted craft works of the locality
• Materials for a selected local craft.

WEEK 12: REVISION AND EXAMINATION