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Creative Arts And Design · B8

Term 3 · Week 2 · 2.00 credits · GHS 1.00

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Lesson Note - Creative Arts And Design

Avee M/A jhs

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Creative Arts And Design

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

HLOVOR MAWUNYO ATSUFUI

Subject

Creative Arts And Design

Class

JHS 2 (B8)

Class Size

—

Duration

120 mins

Week No.

Week 2

Strand

1. Design

Sub-Strand

1. 1.1 Design In Nature And Manmade Environment

Content Standard & Indicator

B8.1.1.1.1

Content Standard

Demonstrate understanding of design as a concept in relation to the elements (texture and colour) and principles (contrast, emphasis and unity) of design and as a medium for creative expression of design in nature and the manmade environment.

Indicator

Demonstrate understanding of design as a concept by using the elements and principles of design as a medium for creative expression of design in nature and the manmade environment.

Performance Indicator

Demonstrate understanding of design as a concept by identifying elements (texture and colour) and principles (contrast, emphasis and unity) in nature and manmade environments.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (9 mins) Preparing the brain	Phase 2: Main (39 mins) New learning + assessment	Resources	Phase 3: Plenary (12 mins) Reflection + exercise
Wed 29 Apr 2026	1Recall examples of design from everyday Ghanaian environments and identify what makes them visually interesting 2Show learners a photograph of Kejetia Market in Kumasi and ask: What colours do you see? What textures stand out? Learners call out answers	DESIGN ELEMENTS IN NATURE AND BUILT ENVIRONMENT 1Distribute pencils and textbooks. Learners open textbooks to page showing natural designs (leaves, flower petals, bark texture) and manmade designs (building patterns, street murals). Ask: What colours and textures do you see in each? Learners sketch one nature design and one manmade design using pencils, labelling the colours and textures they observe 2Project downloaded internet images of a Ghanaian compound house exterior (earth texture, painted doors in contrasting colours) and a baobab tree (rough bark, natural browns and greys). Learners compare: Which has more texture? Which uses colour most boldly? Record three observations on the board 3Learners examine the kente pattern in their textbooks and identify all the different colours used; count how many colours create contrast in the weaving pattern DESIGN PRINCIPLES: CONTRAST, EMPHASIS, AND UNITY 4Show a photograph of a Ghanaian market stall (Makola Market) with many bright fabrics, foods, and decorations. Ask: Where does your eye go first? What makes it stand out? (Answer: emphasis through bright red peppers or bold signage). Learners discuss in pairs and share one example of emphasis they notice 5Display an image of a traditional Ghanaian chief's kente cloth and a modern apartment interior wall. Ask: Which design makes all the parts look like they belong together? (Answer: unity). Explain: Unity means all the colours, textures, and patterns work as one complete design. Learners identify one element in each image that creates unity 6Learners use erasers to mark contrasting colours in downloaded pictures (e.g. black and white stripes on a building facade, bright green grass against grey concrete). List three examples of contrast they find on the classroom wall chart	1Pencils 2Erasers 3Textbooks (Creative Arts and Design) 4Downloaded images (Kejetia Market, compound houses, baobab trees, kente cloth, Makola Market, chief's kente, modern interiors, building facades) 5Kente cloth samples or photographs 6Adinkra-patterned cloth	1Learners play 'Design Detective': hold up a pencil and ask them to describe its texture and colour, then identify which design principle (contrast, emphasis, or unity) makes it useful as a classroom object 2Pairs whisper to each other one design element (texture or colour) and one design principle (contrast, emphasis, or unity) they learned today, then one pair shares their answer with the class Exercise 1Look at a photograph of any Ghanaian environment (market, building, or natural scene). Name one texture you see, one colour you see, and one design principle (contrast, emphasis, or unity) that makes this environment visually interesting in their exercise books.
Fri 01 May 2026	1Recall the elements (texture and colour) and principles (contrast, emphasis and unity) of design from Day 1 learning 2Display three images on the board: a kente cloth pattern, a butterfly wing, and a modern building facade — learners point to which shows strong colour contrast and explain their choice to a partner	IDENTIFYING DESIGN ELEMENTS AND PRINCIPLES IN REAL CONTEXTS 1Show photographs downloaded from the internet of five Ghanaian examples: a woven basket from Bolgatanga, a painted tro-tro, the Kwame Nkrumah Mausoleum, a mud-brick compound house, and a kente weaver's loom — learners use textbooks and pencils to write labels identifying which design element (texture or colour) is most visible in each image 2Distribute the downloaded images in pairs; each pair selects one image and circles or marks with pencils the areas showing contrast, emphasis, or unity, then shares one observation aloud 3Whole class compares findings: teacher asks 'Which image shows the strongest emphasis?' and 'Where do you see unity in the basket design?' — learners raise hands to answer with specific details APPLYING DESIGN PRINCIPLES TO CREATE A SIMPLE COMPOSITION 4Learners use pencils and erasers to draw a simple landscape (farm, market, or house) on textbook pages or paper, deliberately incorporating one principle: Ama creates emphasis by making one tree larger, Yakubu uses contrast with dark and light areas, Sena repeats a pattern to show unity 5Learners swap designs with a partner and write one sentence identifying which principle the partner applied, using the design vocabulary from the lesson 6Select three designs to display; whole class votes by thumbs up on which design best demonstrates one of the three principles, stating the reason	1Pencils 2Erasers 3Learners' textbooks 4Downloaded photographs of Ghanaian design examples (kente, tro-tro, mausoleum, compound house, basket) 5Paper or textbook pages for sketching	1Learners stand and make a human sculpture showing either contrast (one arm up, one down) or unity (both arms moving together) — class identifies which principle is demonstrated 2Quick recap: teacher shows one final image (a local market stall or compound wall) and asks 'What design element and principle do you see?' — three volunteers share different answers Exercise 1Draw a small design (flower, geometric shape, or pattern) using pencils and label it with one design element (texture or colour) and one design principle (contrast, emphasis, or unity) that you used in their exercise books.

Class Teacher

HLOVOR MAWUNYO ATSUFUI

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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