CREATIVE ART PRIMARY 5 FIRST TERM LESSON PLAN SCHEME OF WORK

Lesson Notes / Scheme of work

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CREATIVE ART PRIMARY 5 FIRST TERM LESSON PLAN SCHEME OF WORK

 

 

PRY 5 CCA FIRST TERM

 

SCHEME OF WORK

 

WKS TOPICS
1–2 ART – Definition, origin and branches of art
3-4 Creating Music/ Sol-fa Notation value
5-6 DRAWING: – meaning of drawing
7-8 Pattern and Design
9-10 Music notes and their value
11-12 WEAVING
  1. Introducing Values in Cultural and Creative Art
  2. Revision and Examination

 

 

WEEK 1&2

 

TOPIC: ARTS

 

BEHAVIOURAL OBJECTIVES: At the end of the lesson, pupils should able to:

 

  1. State the meaning of arts

 

  1. State the origin of arts

 

  1. Mention the branches of arts

 

INSTRUCTIONAL MATERIALS: A chart showing all ancient arts. Reference Materials

 

Lagos state scheme of work,

 

Online information

 

Relevant materials

 

Pupils textbook

 

 

Behavioral Objectives: pupils are familiar with the topic in their previous classes.

 

CONTENT

 

 

MEANING OF ARTS

 

 

 

 

 

 

 

 

 

 

Arts are the use of internal skills to create beautiful things. The following skills form of skills are acting, singing, photography, dancing, drawing etc.

 

ORIGIN OF ARTS

 

Ancient arts are stone carving, rock painting, pottery. It started from the early days of the cave men. These cave men uses animal blood and various earth colors on the rock.

 

Ancient people used drawing to communicate with one another. Like the ancient Egypt make use of picture symbol. The word arts was derived from the Latin word ARTI which means’ to do well’

 

IMPORTANCE OF ARTS

 

  1. It serves as a means of communication

 

  1. It serves as a means of livelihood and foreign exchange

 

  1. It is used for decoration

 

  1. It also promote the cultural heritage and tourism

 

  1. It serves as a means of entertainment.

 

 

BRANCHES OF ARTS

 

An art is divided into two branches: these are liberal arts and visual arts.

 

Creative art are of two types: These are performing arts and visual arts.

 

  1. Performing arts: this is an entertainment art which involves music, and acting. The artist uses music, dance, acting to send or show information of the past happenings to the viewers.

 

  1. Visual arts: this arts make use of colors, forms and other design elements to create ideas that send messages to people.

 

ASSESSMENT AND EVALUATION

 

  1. State the meaning of arts

 

  1. State the origin of arts

 

  1. Mention the branches of arts

 

WRAP-UP (CONCLUSION): Teacher goes over the topic once again for better understanding.

 

ASSIGNMENT

 

 

 

 

 

 

 

  1. What is arts?

 

  1. Narrate the origin of art.

 

  1. Mention three importance of art.

 

 

 

 

 

 

WEEK 3&4

 

TOPIC: CREATING MUSIC AND SOLFA VALUES

 

Behavioral objectives

At the end of this lesson, pupils should be able to:

1 explain the term ‘Tonic sofa’;

2 write values of sol-fa names;

3 set words to sulfas notation;

4 clap rhythm of the phrase set to music;

5 play the notes on an instrument.

 

INSTRUCTIONAL MATERIALS: A chart showing all the musical notes Reference Materials

 

Lagos state scheme of work,

 

Online information

 

Relevant materials

 

Pupils textbook

 

Behavioral Objectives: pupils are familiar with the topic in their previous classes.

 

CONTENT

 

The tonic sol-fa notation

 

Music notation is a system of signs used to represent music sounds. There is staff notation and sol-fa notation. Staff notation has seven notes. They are often written on the staff. On the other hand, a sol-fa notation is a system in which the notes of the music scale are represented by seven short words, namely do, re, mi, fa, so, la, ti, do. It uses a system of musical notation known as modulator. The modulator deals with the rising and falling of sound.

 

In tonic sol-fa notation, every music tone or note is given a name according to its relationship with other tones in the key. The usual staff notation is replaced with tonic sol-fa. It has the abbreviations d, r, m, f, s, l, t, d. See the diagram

 

 

 

 

 

 

 

 

on page 47 for their descriptions in music. The tonic sol-fa method makes use of a system of time-names to aid in the study of time in music. The pulse is the unit of measurement, and a tone one pulse long is named TAA, for example: d :d d :d. When a tone continues through more than one pulse, it is indicated by

 

  • dash, and the time-name is obtained by dropping the consonant, for example:

d :d |d : |d :- | : TAA TAA TAA – AA | TAA – AA – AA – AA

 

A pulse is divided into halves (half-pulse) -,,,-, , tones are named TAATAI, and is indicated in the notation by a dot in the middle.

 

A tone continued into the first half of the next pulse, a paulse-and-a-half tone is named and indicated thus:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Values of tonic sol-fa

 

The values of tonic sol-fa notation are always represented by dots. The number of dots placed before the sol-fa notation determines the duration or the length of the sound. Sol-fa does not generally indicate time signatures, and does not differentiate between the different beat values of 2/2, 2/4 and 2/8. They are all written in the same way. A bar line (|) precedes the first beat of the bar, and a colon precedes beat two.

 

A note longer than one beat is indicated by a dash (–). A full stop precedes the half beat, and a comma precedes a quarter beat. An inverted comma (‘ ‘) precedes a triplet division. Rests are simply rhythm marks without sol-fa names.

 

 

 

 

 

 

 

The following are examples of the values in tonic sol-fa notation:

  1. This represents half beat.
  • This represents one beat.

d:-: This represents two beats.

d:-:-: This represents three beats.

d:-:-:-: This represents four beats.

 

 

Setting words to sol-fa notation

 

Setting words to sol-fa notation means writing a poem or lyric and writing sol-

fa notation to represent them. It is important to understand the way words

are set to sol-fa notation in your study of music. Study the steps below. Your

teacher would guide you.

Step 1

The poem should be written out like this:

O-righteousness!

O-righteousness!

Righteousness exalts a nation.

Sin is a reproach to a people.

 

Lord, give us righteousness.

Step 2

The poem should be set to syllables:

O – Righteousness!

O – Righteousness!

Righteousness exalts a nation. Sin is a reproach to a peo-ple.

Lord, give us right-eo

 

 

 

 

.

Step 3

The rhythm should be written out:

d – : d: d: / d : – : – : – : /

d – : d: d: / d : – : – : – : // (etc.)

Step 4

The tune should be set into tonic sol-fa:

d – : / : s : / d: – : – : – :

 

  • : right-eous-ness! (etc.) r : – d : t : / d : – : – : – // O right-eous-ness!

Clapping to the rhythm of the phrase (group of notes) set to music

 

 

 

 

 

 

 

 

Music reading requires constant practice for one to achieve fluency; and music reading involves clapping or tapping to the rhythmic movement of the music. This helps to bring out the sentences and phrases in the music.

 

As you gain experience, you are expected to be able to have knowledge of common rhythmic phrases, i.e. a group of music notes, which can be instantly recognized. This is the ability to respond to common phrases and idioms in any spoken language. Your music teacher will guide you through standard music repertoire, with technical exercises. This is in addition to rhythm-only drills, which will help you to greatly improve your adding abilities and sense of timing and it will also add variety to your music practice.

 

The following extract from Alan Cunningham’s song may be used in the training.

Gone were but the winter cold,

And gone were but the snow,

I could sleep in the wild woods

Where primroses blow.

 

When writing a rhythm, you are first expected to read the verse carefully. You should think about what the words mean; and then read it aloud to find which the strong (stressed) syllables are and which the weak are.

 

The first two lines in the verse above, for example, have alternate syllables stressed. You can mark them with accent signs, like this:

 

Góne were bút the winter cóld,

And góne were bút the snów,

 

If you say it aloud, you can hear that it almost automatically produces a duple-time rhythm, e.g. 2/4. Now you can set each syllable to a crotchet, and put each stressed crotchet in a strong position by making it as the first beat of a bar.

 

 

 

 

 

If you look at the third line, you will find that it is not so easy. However, by stressing alternate syllables like the first two lines on the fourth line, you would have to stress the last syllable of ‘primroses’ as follows:

 

Where primroses blow

 

But that does not sound right, because ‘primroses’ has a stress on the first syllable only.

If you read the words aloud, you can hear that the stress should be like this:

I could sleep on the wild woods

Where primroses blow

 

 

 

 

 

 

 

 

However, you can see that these stresses are not as regular as the first two lines, but you can keep the stressed syllables on the strong beats by using a combination of longer and shorter notes like this:

 

 

 

 

 

 

ASSESSMENT AND EVALUATION

1 explain the term ‘Tonic sofa’;

2 write values of sol-fa names;

3 set words to sulfas notation;

4 clap rhythm of the phrase set to music;

 

5 play the notes on an instrument.

 

WRAP-UP (CONCLUSION): Teacher goes over the topic once again for better understanding.

 

ASSIGNMENT

 

Fill in the gaps with the correct answers from the options provided below.

1 Music notation is used to represent _________________.

  1. a) music jamz b) music hiphop c) music sounds

2 The staff notation has _________________ lines.

  1. a) five b) six c) seven

 

3 The modulator deals with the _________________ and _________________

of sound.

  1. a) sloping, jumping b) rising, slanting c) rising, falling

4 The values of tonic sol-fa notation are represented by _________________.

  1. a) comma b) question marks c) dots

5 Setting words to solfa-notation means _________________ a poem or lyrics.

  1. a) copying b) jolting c) writing

 

WEEK 5&6

 

TOPIC: DRAWING

 

Behavioral objectives

 

At the end of this lesson, pupils should be able to:

1 identifies different types of drawing;

2 produce different types of drawing.

 

INSTRUCTIONAL MATERIALS:

 

Drawing board

 

 

 

 

 

 

 

Pencil

 

Color church

 

Brush

 

 

Reference Materials

 

Lagos state scheme of work,

 

Online information

 

Relevant materials

 

Pupils textbook

 

Behavioral Objectives: pupils are familiar with the topic in their previous classes.

 

CONTENT

 

What is a Drawing?

 

Drawing is the art of making art works or pictures with the use of pen, pencil or any other material that is available. It is also a method of expressing creative and artistic feelings of artists by means of marking lines to represent the objects or forms. Other materials used for drawing includes: marker, crayon, drawing board, eraser, and pastel..

 

Drawing is a work of art.

 

It is a means of communication through the medium of art. We can therefore say that drawing is one form of art ‘language’ but this is not spoken language; it is just a way of expressing ideas, impressions, mood, feelings, etc. through the use of lines.

 

In drawing, we make use of lines

 

The artist in the picture is making use of lines to draw.

 

 

He can still draw other objects like chairs, knives, umbrellas, cupboards, etc., using lines.

 

Forms of Drawing

 

There are different forms of drawing. These are still life drawing, nature drawing, landscape drawing, imaginative drawing, life (or human) drawing, etc.

 

Still Life Drawing

 

This is the drawing of objects made by man. It is the drawing of objects which have no life, i.e., life-less objects. For example, we can draw still life objects like bottles, baskets, cups, buckets, tables, chairs, knife, umbrella, pen, biro, books, beds, mattresses, pots, cupboard, plates, jugs, etc.

 

 

 

 

 

(ii) Nature Drawing

 

There are many natural objects around us. God created these natural objects.

 

The drawing of these objects created by God is what we call nature drawing. The objects can be grouped into classes: For instance, animals, birds, insects, reptiles, plants, flowers, etc

 

 

 

Specific examples of objects under nature drawing are: elephant, lion, tiger, giraffe, deer, antelope, hyena, boar, zebra, monkey, gorilla, chimpanzee, fish, hippopotamus, crocodile, lizard, crab, spider, Ostrich, hawk, eagle, vulture, baobab tree, silk-cotton tree, cam wood tree, etc

 

(iii) Landscape drawing

 

An artist should be observant. He or she should observe his or her environment. There are several environments to observe.

 

 

 

For instance, the school environment, the village environment, the city environment, e.g., the markets, the motor park, railway station, the football stadium, the airport, the seaport, forest, mountain, seashore, etc.

 

 

(iv) Imaginative Drawing

 

An artist can draw what is not physically available to him or her. This is an imaginative drawing. It is a drawing from the memory. The artist creates a picture mentally.

It may be the picture of an object, a person, or an environment. He figures out the shape, the figure or the landscape, and begins to draw from memory without seeing the object or the person or the environment.

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