JS3 Cultural And Creative Arts Scheme of Work for First, Second And Third Term

CULTURAL AND CREATIVE ARTS

JS3 FIRST TERM Loading…….

CULTURAL AND CREATIVE ARTS
JS III SECOND TERM
SUB-THEME: CRAFT

Note: This scheme contains performance objective, content, teacher and students activities as well as teaching resources.

Week 1: Lettering I

Objective: Students should be able to:
(1) explain lettering
(2) mention types of letterings
(3) identify types of letters

Content:
(1) Lettering definition
(2) Types of lettering
– Calligraphy
– Block lettering
(i) Roman
(ii) Gothic
(iii) Italics
(iv) Texts
(3) Types of letters
(i) Upper case
(ii) Lower case
Teacher: (1) Explains lettering.
(2) Mentions types of lettering.
(3) Identification guide to student to
enable them differentiate upper
from lower case letters.
(4) Guide students on construction of
letters.
Students: (1) Listen to teacher’s explain lettering. (2) Demonstrate lettering. (3) Construct of letters.
(4) Produce lower and upper case
letters.
Resources: Cardboard paper,
pencils, rulers, pens, erasers, textile inks, stencils, razor, knife, brushes etc.

Week 2: Lettering II

Objective: Students should be able to
(1) mention uses of lettering.
(2) construct letter A- Z in upper/lower
cases.
(1) Uses of lettering e.g communication, information, education etc.
(2) Construction of letter A-Z in upper/lower case.
Teacher: explains uses of lettering
(2) Demonstrate how to construct
letter A-Z in lower/Upper case
(3) Guide students to construct slogans “Health is wealth”
Students: (1) Listen to teacher explain the uses of lettering. (2) Observe as teacher construct letters A-Z. (3) Identify types of lettering. (4) Produce letters in upper and lower case.
Resources: Cardboard paper, pencils, rulers, pens, erasers, textile inks,
stencils, razor, knife, brushes etc.

Week 3: Lettering III

Objective: Students should be able to:
(1) state the qualities of good lettering
(2) apply the skill gained in calligraphy and printing of slogans.
(3) construct slogans and letters.

Content:
(1) Qualities of good lettering:
(i) Simplicity
(ii) Legibility
(iii) Good spacing
(iv) Beautiful
(v) Eye catchy
(2) Pen writing of a passage
(3) Construction of slogans and letters
Teacher: (1) Explains to the students on good lettering. (2) Explains and
demonstrate how to print slogans
(3) Demonstrate pen lettering
(4) guide students to construct letters
Students: (1) Mention qualities of good letter. (2) Identifies good lettering. (3) Construct slogans and letters. (4) print work.
Resources: Ink, pen, pencil, cardboard papers, knife, razor, brushes, drawing boards, paper tapes

Week 4: Construction and design I
Objective: Student should be able to:
(1) explain the meaning of package
design;
(2) mention the methods of designing
packages.

Content:
(1) Meaning of a package and package
design.
(2) Constructing and designing of packaging.
Teacher: (1) Explains the meaning of package and package design. (2) Explains methods of constructing and
designing of packaging.
Students: (1) Listen and discuss the
package design construction
(2) Practice how to construct and
design package.
Resources: Cardboard sheets, posters, colour, scissors, razor, knife, masking tape, drawing set etc.

Week: 5 Construction and design II
Objective: Student should be able to:
(1) identify functions of designing on
packaging;
(2) write captions on packages for advert.

Content:
(1) Functions of package designs.
(2) Captions for packages.

Teacher: (1) Explains the functions of design packages. (2) Identifies functions of design. (3) Guide students
to design packages.
Students: (1) Listen and discuss functions of designed packages.
(2) Practice construction and designing of packages.
Resources: Cardboard papers,
colour, scissors, knifes, gum, masking tapes.

Week 6: Marketing of art work
Objective: Students should be able to:
(1) state marketing outlets of products
(2) identify sources of funding for
artworks
(3) explain ways to market products

Content:
(1) Outlets for marketing artwork. E.g shops, hotels, markets, festivals, fairs, galleries.
(2) Sources of funding e.g relatives, individuals, corporate and government organizations.
(3) Ways of marketing art products.
Teacher: Leads students to discuss necessary steps in:
(i) Source for funds
(ii) market Art works
Students: (1) Take part in class discussion. (2) Listen and ask
questions on;
(i) \How to source for funds.
(ii) market art works.
Resources: Art works, invitation cards, media houses, magazines, resource persons.

Week 7: Introduction to embroidery I AND II
Objective: Students should be able to:
(1) define embroidery
(2) name different embroidery tools and materials.
(3) list sources of embroidery design
(4) transfer designs to fabrics
(5) use embroidery stitches

Content:
(1) Definition of embroidery
(2) Embroidery tools/materials
(3) Sources of embroidery: nature,
flowers, magazines, environ, gift wrappers etc.

(4) Method of transfer of embroidery design carbon paper, pricking,
tailor tack, direct drawing
(5) Embroidery stitches.
Herringbone, stem, loop, feather etc.
Teacher: (1) Mentions embroidery tools and their uses. (2) Explain source of embroidery design. (3) Demonstrate how to transfer designs.
(4) Guide students on how to make designs using the stitches.
Students: (1) Listen as teacher suggests tools used in embroidery.
(2) Mention some source of design
(3) Observe as teacher transfers
designs into fabrics using carbon paper or any other device. (4) practice embroidery.
Resources: Embroidery hoops,
different colours of embroidery threads, fabrics, needles, tracing wheel etc.

Week 8: Opportunities for career
dramatists
Objective: State ways dramatists affect the society.

Content:
How they affect society: Each of them
makes significant contribution to
society.
Teacher: (1) Leads the class in a discussion on how their creative
works impact society
(2) Give names of notable Nigerians
in each category
Students: (1) Participate in the discussion of how dramatists impact the society.
(2) Participate in class discussion of
some dramatists they may know.

Week 9: Process of choreography
Objective: Students should be able to:
(1) state the process a choreographer need employ to create a dance
(2) creating dance pattern

Content:
Process of choreography:
(1) Conception of the dance idea
(2) Putting and arranging the
movements by teaching the dancers
Teacher: (1) Mentions and explains the process of choreography.
(2) Guides students to choreograph a
10 minute dance piece. (3) Explains use of space and gestures.
Students: (1) Listen to the teacher and copy notes. (2) Participate in the class exercise.
Resources: Chalkboard/magic boards, text books note books, musical
instrument or CDs players, dance outfits.

Week 10 Prospects of studying dance in Nigeria.
Objective: Student should be able to:
(1) state the prospects of dance
(2) discuss the prospects of dance

Content:
(1)Dance can be a good income earner
for the government and the performer.
(2) It can also bring in foreign exchange when used in the
tourism industry like carnivals
Teacher: (1) States and explains to students the lucrative nature of dance. (2) Leads the class in a discussion of the prospects of dance.
Students: (1) Listen to teacher’s explanation and write notes. (2) Participate in the class discussion on the prospects of dance.
Resources: Text books, note books, chalk/magic boards

11&12 REVISION/EXAMINATION

CULTURAL AND CREATIVE ARTS
JS III THIRD TERM
SUB-THEME: CRAFT

WK 1. Exhibition and display techniques II
Students should be able to:
(1) define Museum and Gallery
(2) mention types of Museum
(3) explain the similarity and
difference between Museum and Gallery
(4) state the functions of a museum and gallery
(5) state locations of museums in Nigeria
(6) identify major objects found in the
museums.

Content
(1) Define Museum and Gallery

(2) Mention types of Museum: – Art Museum
– History Museum
– Natural History Museum
– Applied Science Museum
-Children Museum
– Site Museum
– War Museum
(3) Similarities and differences between museum of gallery
(4) Functions of museum and gallery
(5) Locations of Museum in Nigeria
– National Museum – Lagos
– Jos Museum
– Esie Museum
– Ife, – Oru
– Benin
– Kano
– Kaduna
– Umuahia
Teacher: (1) Guide students on the explanation of the meaning of Museum and Gallery (2) Illustrate the types of Museums through discussion with students (3) Leads students to visit galleries and museums (4) Explain the similarity and difference
(5) Mention the functions of Museum/Gallery (6) Identifies the location of
Museums in Nigeria to students
(7) Explain major objects found in each museum to the students.
Students: (1) Listens to the explanation museum and Gallery
(2) List types of Museums
(3) Participate in Excursion of Galleries and Museums (4) Identify the difference and similarity of museum and gallery.
(5) Listens to teacher explain the functions (6) Identifies locations of museums (7) Mention major objects found in each museum.
Teaching aids: Cardboard paper, pencils, rulers, pens, erasers, textile inks, stencils, razor, knife, brushes etc.
Visit to galleries and museums, magazines, catalogues

WK 2. Knitting and Crotcheting
Students should be able to:
(1) explain the meaning of knitting
(2) identify tools and materials used in knitting
(3) make basic knitting stitches
(4) explain the meaning of crocheting
(5) list materials/tools used in crocheting
(6) make basic crotcheting stitches

Content
(1) Meaning of knitting
(2) Materials and tools used in knitting
(3) Basic knitting stitches e.g
(i) pull
(ii) knit
(4) Meaning of crotcheting
(5) Materials and tools used in crotcheting
(6) Making of crotcheting stitches
Teacher: (1) Explains the meaning of knitting
(2) Display tools used in knitting
(3) Guides students in basic knitting stitches
(4) Explains the meaning of crotcheting
(5) Displays materials/tools used in crotcheting
(6) Demonstrates how to make basic crotcheting stitches
Students: (1) Listen and ask questions. (2) Observe the tools used in knitting (3) Practice knitting (4) Listen to the teacher (5) Observe teacher do demonstration with tools/materials used in crotcheting
(6) Practice making crotcheting stitches

Teaching aids: Knitting pins, wool,
knitting machine, thread, knitted
garments like cardigan, socks etc.
Crotcheting pins, wools, cotton thread, specimen of finished work

WK 3. Batik work

Students should be able to:
(1) state meaning of Batik
(2) list materials/tools for batiking
(3) make batik work

Content
(1) Meaning of Batik
(2) Materials/tools for Batik work
(3) Batik project
(i) Technique
(ii) Processes
Teacher: (1) Explains how to do Batik work (2) Displays tools/materials for
Batik work (3) Prepares fabric for Batik (4) Demonstrates how to make Batik work
(1) Observe and touch materials/tools for Batik work
(2) Prepare Fabric with wax or candle
(3) Dye fabric offer waxing and apply.
Teaching aids: Fabrics, wax, old
newspapers, dye, stuff candle/wax, stove, water, pot, brush

WK 4. Unity

Students should be able to:
(1) explain the meaning of unity
(2) the importance of unity
(3) meaning of disunity
(4) cause of disunity at home
(5) advantages and disadvantages of
disunity
(6) describe how to maintain unity at home and society
(7) show acts that encourage unity

Content
(1) Meaning of unity
(2) Improtance of Unity
(3) Meaning of disunity
(4) Causes of disunity
(5) Advantages and Disadvantages
(6) How to maintain unity:

– Be tolerant

– Be fair to all

– Be sincere
– Be cautious
– Be accommodating
– Be honest
(7) Demonstration of acts of unity
Teacher: (1) Explains the meaning of Unity (2) Explains the importance of Unity (3) Explains meaning of disunity
(4) Causes of disunity (5) Advantages and disadvantages of disunity
(6) Guides students to suggest and discuss how to maintain unity at home, school and society. (7) Group students to write a play on how to maintain unity at home and society, emphasizing religious and cultural
tolerance
Students: (1) Discuss meaning of unity. (2) Discuss importance of
unity (3) Practice knitting (4) Discuss meaning of disunity (5) Causes of disunity (6) advantages and disadvantages of disunity. (7) Write a play on how to maintain unity at home and society.
Teaching aids: The Nigerian flag,
school flag, pictures of people United at a foot ball pitch, charts showing the president or governors speaking to the nation or state, charts, pictures showing united people

WK 5. Drama and development of rural community
Students should be able to:
(1) state how drama and theater can be used to develop rural communities
(2) setting a story line into drama
(3) state how theatre can be used to develop rural communities
(4) set a story line into drama
(5) mention the career prospects for
dramatists
(6) state opportunities for career dramatists

Content
(1) Definition of drama
(2) Types of drama:
(i) Comedy
(ii) Tragedy
(3) Advantages of drama
(3) Definition of theatre
(4) Uses of a theatre
(5) Locations of theatre
(6) Career prospects for dramatists:

– Play rights
– directors
Teacher: Explains:
(1) what drama for development stands for
(2) what theatre for development stands for
(3) to the students how to act
(4) the prospects in building a career in drama
Students: (1) Listen to the teacher and copy notes (2) Participate in class discussion (3) State how drama can help to solve some community problems. (4) Listen to teacher’s explanation and copy notes.
Teaching aids: Chalk board/magic
boards, text books, note books

6 REVISION
7 & 8 EXAMINATION