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

(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
Students: (1) Listen to teacher’s explain lettering. (2) Demonstrate lettering. (3) Construct of letters.
(4) Produce lower and upper case
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
(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.

(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
(2) mention the methods of designing

(1) Meaning of a package and package
(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
(2) write captions on packages for advert.

(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
(3) explain ways to market products

(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

(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
Objective: State ways dramatists affect the society.

How they affect society: Each of them
makes significant contribution to
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

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

(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