Cultural And Creative Arts
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CULTURAL AND CREATIVE ARTS
JS II SECOND TERM
SUB-THEME: MUSIC

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

Week 1: The study of colours 1
Objective: Students should be able to:
(1) explain what colours
(2) explain the classification of
colours
(3) identify the primary colours

Content:
(1) The study of colours
(2) Define colour
(3) Classification of colours: primary,
secondary, tertiary, intermediary, neutral, complementary,
harmonious, warm cool.
(4) Identify and define primary colours.
Teacher: (1) Explain what colour is
(2) Classifies colours. (3) Explains each
of the colours. (4) Guide the students to identify the primary colours and their definition.
Students: (1) Defines colours. (2) Classify the various colours
(3) Explains each of the colour. (4) define the primary colour.
Resources: Paint, brushes, posters, palette, paper, knife, cardboard, leaves, seeds, roots, back of trees etc.

Week 2: The study of colour II
Objective: Students should be
able to:
(1) mix primary colours
(2) identify the different results
obtained.
(3) state how to obtain secondary colour
(4) define secondary colour
(5) mix the secondary colours
(6) state how to obtain secondary colours

Content:
(1) Explain how to mix primary colours
(2) Demonstrate how to obtain secondary colours
(3) Identify the result of the mixture obtained
(4) define tertiary colours
(5) differentiate between primary and
secondary colours.
Teacher: (1) Explains the meaning of
secondary colours
(2) Guide students to mix colours to get tertiary colour. (3) Identify
secondary/tertiary colours. (4) Guide students to differentiate secondary from tertiary colours.
Students: (1) Define the primary and
secondary colours. (2) Identify colours
mentioned. (3) Mix colours.
(4) Differentiate the primary, secondary and tertiary colours.
Resources: Paint, brushes, poster, oil, palette, paper, palette knife, cardboard papers, seeds, roots, back of wood or trees.
Week 3: The study of colour III
Objective: Students should be able to:
(1) identify tertiary colours
(2) mix more colours
(3) identify sources of local colours
(4) state the uses of colours in art work.
(5) make a colour wheel.

Content:
(1) Explain tertiary colours
(2) Identify tertiary colours.
(3) mix more colours
(4) sources of local colours
(5) uses of colours
(6) making a colour wheel.
Teacher: (1) Give further explanation of tertiary colour. (2) demonstrates how tertiary colours can be identified.
(3) demonstrate how to mix colours to get tones, tints, shades, hues etc.
(4) Demonstrate how to obtain colours from leaves, seeds, roots, and
back of trees. (5) Explains uses of
colours. (6) Guide students to produce a colour wheel.
Students: Listen and observe as
teacher:
(i) Identifies colours
(ii) Mix colours
(iii) produce colour wheel
(iv) attempt achieving tones,
tints and shades, hues etc.
Resources: Paint, brushes, colour charts, poster, palette, plants, vegetable, pigments, cardboard
sheets, leaves, seeds, etc.

Week 4: The study of colours IV
Objective: Students should be able to:
(1) Define colour psychology
(2) state the meaning of different colours
(3) explain how colours affects the
human mind
(4) state the emotional symbols of colour.

Content:
(1) Colour psychology
(2) Meaning of the different colours like: primary, secondary and tertiary colours
(3) the effect of colour on humans
(4) emotional symbols of colour
Teacher: (1) Explains the meaning of colour psychology. (2) explains to the
students what each colour means.
(3) illustrates the colour effect on human beings. (4) explain the emotional symbols of colour.
Students: (1) Listens to the teacher explain the meaning of colour psychology. (2) Explains the
meaning of each colour. (3) Illustrate
colour effect on humans. (4) Explain the emotional symbols of colours.
Resources: Paint, bright and
dull colours, picture chart posters,
pigments.

Week 5: Colour application in craft
Objective: Students should be able to
(1) mix colours:
(2) apply colours to crafts works.

Content:
(1) Colour mixing:
Red + yellow
Blue + yellow
Green + red
Black + red
White + black
Green + yellow
(2) Application of colour in craft works.
Teacher: (1) Demonstrates colour mixing. (2) Shows how to apply colours in craftworks
Students: (1) identity the primary, secondary and tertiary colours.
(2) Trying the mixing of the colours
(3) Apply the colours on craft works like projects

Resources: Colours, brushes, palette knives, pencils, erasers, fabrics, paper

Week 6: Painting I Students should be able to:
(1) define painting
(2) mention types of painting
(3) explain the meaning of still-life,
life, nature paintings.
(4) identify life, still￾life, nature paintings.

Content:
(1) Define painting
(2) Types of painting
– Still-life
– nature
– life
(3) Differentiate types of painting
(4) Explain the meaning of life, still-lie, nature paintings.
(5) painting still-life figures etc.
Teacher: (1) Explains the meaning of painting. (2) Enumerates the types of painting. (3) Explains the meaning of life, still-life, nature paintings.
(4) guide the students to differentiate types of painting. (5) Guides the class to draw and paint still-life, life and nature paintings.
Students: (1) listen as teacher explains meaning of painting. (2) Lists types of paintings. (3) explains the meaning of life, still-life nature painting. (4) identify and differentiate types of painting. (5) draw and paint
still-life, life, nature, objects.
Resources: Brushes, colour, cardboard paper, palette knife,
drawing board, easels, etc.

Week 7: Painting II

Students should be able to:

(1) define figure, abstract, imaginative
paintings.
(2) identify figure, abstract and
imaginative paintings
(3) paint objects and scenes

Content:
(1) Meaning of figure; Abstract, imaginative paintings.
(2) Identification of different types of
painting.
(3) paint the following figure, abstract
imaginative objects
Teacher: (1) Explains the meaning of abstract, figure and imaginative paintings. (2) guide students to identify types of paintings.
(3) demonstrate how to paint.
Students: (1) Observe teacher as he explains the meaning of abstract,
figure, imaginative paintings.
(2) Identifies and differentiate types of
paintings. (3) paint different types of objects.
Resources: Brushes, colours, cardboard paper, palette knife,
drawing board, easels, pictures etc.

Week 8: Design in there theatre 1
Objective: Students should be able to:
(1) define what design is
(2) explain what theatre is and locations of theatre in the country.

Content:
(1) Meaning of design
(2) Application of design in the theatre
Teacher: Explains meaning of design, how it is applied in the theatre.
Students: Listen to teacher’s explanation of meaning of how it is applied in the theatre.
Resources: Text books, note books, pictorials of aspects of design

Week 8: The study of colours 1
Objective: Students should be able to:
(1) explain what colours
(2) explain the classification of colours
(3) identify the primary colours

Content:
(1) The study of colours
(2) Define colour
(3) Classification of colours: primary,
secondary, tertiary, intermediary, neutral, complementary, harmonious, warm cool.
(4) Identify and define primary colours.
Teacher: (1) Explain what colour is
(2) Classifies colours. (3) Explains each of the colours. (4) Guide the students
to identify the primary colours and the definition.
Students: (1) Defines colours. (2) Classify the various colours. (3) Explains each of the colour. (4) define the primary colour.
Resources: Paint, brushes, posters, palette, paper, knife, cardboard, leaves, seeds, roots, back of trees etc.

Week 9: Design in the theatre 3
Objective: Students should be able to:
list the elements of design in the theatre.
(1) Elements of design
(2) practicals on the application of designs in the theatre.
(3) Explains the elements of design
(4) Encourages students to design set, costumes, light etc for their class play production.
5) Students to Participate in different aspect of design for their class production.
6) Students to list four elements of design.
7) Rehearsal 1 Students should be
able to:
explain what rehearsal is and the importance.

Content:
(1) Meaning of rehearsals
(2) Importance of rehearsals
Teacher: Explains the meaning of rehearsal and the importance.
Students: Write down what is explained in their note books.
Chalkboard, stage props, note books,
text books, scripts and stage

Week 10: Rehearsal 2

Objective: Students should be able to:
state the activities involved in rehearsal.

Content:
Activities involved in
rehearsals
– reading
– movement – acting
– expression/ communication, voice production, prompting, cues etc.
Teacher: List out activities involved in a rehearsal on the board.
Students: Listen and copy activities in a rehearsal.
Chalkboard, stage preps, note books,
textbooks, scripts and stage.

11 & 12 REVISION / EXAMINATION

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

WK 1. Painting III

Students should be able to:
(1) define landscape, seascape, perspectives, paintings
(2) identify landscape, seascape, perspectives, paintings
(3) draw and paint landscape, perspective seascape
(4) explain the effects of perspective on an object.

Content
(1) Definition of landscape, seascape, and perspective painting
(2) Identification of landscape, seascape and perspective eye levels.
(3) paint scenes depicting landscape,
seascape, perspectives.
(4) state effects of perspective on objects, above eye-level, eye-level, below eye level.
(5) Types of perspectives like angular, linear, parallel, aerial
Teacher: (1) Explains the meaning of landscape, seascape and perspective
(2) Guide students to identify landscape, seascape and perspective paintings (3) Demonstrate how to
draw and paint landscape, seascape and perspective. (4) explains the effect
of perspective on objects like eye-level, above eye-level, below eye-level, horizon etc.
Students: (1) Explains the meaning of
landscape, seascape, perspective paintings (2) identify landscape seascape and perspective paintings
(3) draws and pints landscape, seascape and perspective (4) illustrate drawing showing the effects of perspective like eye-level above eye-level, below eye-level.

Teaching aids: Brushes, paper, colour, palette knives, drawing boards, easels, cardboard, sheets, cans, pictures.

WK 2. Painting IV

Student should be able to:
(1) define art terminologies
(2) enumerate some art terms
(3) identify terms associated with painting
(4) use art terms in painting correctly

Content
(1) Terminologies in art associated with painting
(2) meaning of art terms connected with painting
– cool colours
– Warm colours
– complementary
– Neutral

– secondary
– primary
– harmonious
– shouting colour
– monochrome
– tinting
– shading
Palette knife etc
(3) Identification of terms
(4) use painting terms.
Teacher: (1) Explains the meaning of art terminologies (2) Demonstrate the proper usage of painting terms to obtain tints or shapes (3) guide the students in using tinting for still life object
Students: (1) Explain the meaning of Art term (2) Use any type of painting term to produce a design (3) Exhibit painted objects with the use of monochrome.
Teaching aids: Paints, colours, cartridges, paper, palette knifes,
drawing, easels, cardboard sheets.

WK 3. Production of pattern I
Students should be able to:
(1) define motif
(2) define patterns
(3) differentiate between the types of patterns
(4) produce patterns
(5) name the classes of motif.

Content
(1) Meaning of pattern
(2) Meaning of motif
(3) Classes of motif
– floral – animal – geometric
– abstract – traditional
Teacher: (1) Explains the meaning of motif (2) explains the classes of motif
(3) explains the meaning of pattern.
Students: (1) Explain the meaning of motif. (2) explain the classes of motif
(3) explain the meaning of pattern.
Teaching aids: Drawing books, pencils, colours, rulers, drawing boards, paper tapes, markers.

WK 4. Production pattern II
Students should be able to:
(1) differentiate types of patterns:

– Simple repeat

– Half drop
– mirror
– full-half drop
– half-half drop
(2) produce patterns

Content
(1) Meaning of repeat pattern
(2) Differentiate types of repeat patterns
– All over repeat – half drop
– half-half drop
– mirror
(3) Producing designs using any of the types
Teacher: (1) Explains the meaning of repeat pattern. (2) List types of repeat
patterns. (3) Illustrate how to produce patterns that repeat.
Students: (1) Explain repeat patterns
(2) Mention types of repeat patterns
(3) use any of the types to produce a design.
Teaching aids: Drawing books, pencils, colours, rulers, boards, paper tape, markets.

WK 5. Bead work 1

Students should be able to:
(1) explain what beads are
(2) list materials used for beadwork
(3) mention locations associated with bead work.

Content
(1) Definition of beads
(2) Beadwork
(3) materials used for beadwork
(4) beadwork location
Teacher: (1) Explains the meaning of beads (2) Guide students on the meaning of bead work (3) mention materials for bead making (4) mention areas were beads are made.
Students: (1) explains the meaning of beads (2) Explain the meaning of bead
making (3) participate in collecting materials for bead work (4) produce a named bead.
Teaching aids: Roll paper, straws,
seeds, bottle tops, elastic threads, scissors, threads, pieces of wood, bamboos etc needle, wire, pliers etc.

WK 6. Bead work II

Students should be able to:
(1) explain how to produce a beaded jewellery using:

– rolled paper
– seeds
– wood
– bamboo
– class
– bottle tops
– straw
(2) state the uses of beads
(1) Production of beads jewellery using:

– rolled papers
– seeds
– wood
– bamboo
– glass
– bottle tops
– straw
(2) Uses of beads
Teacher: (1) Guides students in collection of materials (2) Directs on how to cut, roll, gum and string beads
(3) Assist students to prepare straw, seeds, wood and other materials for
beadwork (4) make jewelleries with papers, etc (5) states uses of beads.
Students: (1) Explains the art of bead making (2) participate in the production of bead work like necklaces, bangles, ear-rings etc
(3) Produce a named bead work
(4) state uses of beads.
Teaching aids: Rolled paper, straws, seeds, bottle tops, elastic thread, threads, pieces of small wood, bamboo, etc needle, wire plies etc

WK 7. Rehearsal I

Students should be able to:
mention the major stages in rehearsal.

Content
(1) Stages of rehearsals:
(a) Reading script and getting to know the part by actor and actress (b) Blocking (reading line and taking movement simultaneously)
(c) Polishing (run through)
(d) Dress/technical rehearsal (when costumes, make-ups, props, set, lighting effects, etc are used in the final rehearsal, usually a day to the actual production)
Teacher: (1) Explain these activities
(2) Write and explain the stages of rehearsal (3) Leads the students through a rehearsal
Students: (1) Participate in class discussion on the stages of a rehearsal, with the teacher (2) Participate in the rehearsal guided by the teacher.
Teaching aids: Chalkboard, stage props, notebooks, textbooks, scripts and stage.

WK 8. Types of dance (1)
Students should be able to:
state the different types of dance
Types of dance:

– Pure dance
– dance drama
– dramatic dance
Mentions and explains the types of dance.
(1) Listen to teacher’s explanation and
take down notes.
Teaching aids: Textbooks, note
books, musical instruments, dance
outfits

WK 9. Types of dance (2)
Students should be able to: differentiate one from another.

Content
(1) Differences

Teacher: (1) Guides students to differentiate between them (2) Leads students to create and perform any
one or two of the types
Students: (1) Participate in the various dance groups (2) Participate in solo dance or group dance.

WK 10. Dance as a career (1)
Students should be able to:
(1) state the career prospects of studying dance
(2) appreciate dance as a profession.

Content
(1) Dance as a career:

– Making a living as a dancer or choreographer
– one can work in government owned arts council

– take part and win money and fame in talent hunt programmes like maltina dance-all

– be a dance lecturer and educator and consultant

– choreography dances for music videos
– own and run dance companies etc.
(2) Dance is a respectable profession
Teacher: (1) Explain dance as a noble profession and career (2) Leads class
discussion on dance as a good profession (3) Name some dance artists in Nigeria and outside Nigeria.
Students: (1) Listen and copy notes
(2) Participate in the discussion on
dance as a profession.
Teaching aids: Textbooks, note
books, chalkboard/magic board, pictures of different categories
of dancers.

11 REVISION
12 EXAMINATION