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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 2 |
Foundations of Creative arts
|
Introduction of Creative Arts and Sports.
|
By the end of the
lesson, the learner
should be able to:
Brainstorm the meaning of cohesion, citizenship, patriotism and poverty. Outline the social roles of Creative arts and sports in society. Appreciate the roles of creative arts and sports. |
Learners are guided to brainstorm the meaning of cohesion, citizenship, patriotism and poverty.
In pairs, learners are guided to outline the social roles of Creative arts and sports in society. |
What are the roles of Creative arts and sports?
|
Creative Arts and Sports
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Foundations of Creative arts
|
Introduction of Creative Arts and Sports.
|
By the end of the
lesson, the learner
should be able to:
Brainstorm the meaning of cohesion, citizenship, patriotism and poverty. Outline the social roles of Creative arts and sports in society. Appreciate the roles of creative arts and sports. |
Learners are guided to brainstorm the meaning of cohesion, citizenship, patriotism and poverty.
In pairs, learners are guided to outline the social roles of Creative arts and sports in society. |
What are the roles of Creative arts and sports?
|
Creative Arts and Sports
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Foundations of Creative arts
|
Introduction of Creative Arts and Sports.
|
By the end of the
lesson, the learner
should be able to:
Brainstorm the meaning of cohesion, citizenship, patriotism and poverty. Outline the social roles of Creative arts and sports in society. Appreciate the roles of creative arts and sports. |
Learners are guided to brainstorm the meaning of cohesion, citizenship, patriotism and poverty.
In pairs, learners are guided to outline the social roles of Creative arts and sports in society. |
What are the roles of Creative arts and sports?
|
Creative Arts and Sports
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 5 |
Foundations of Creative arts
|
Introduction of Creative Arts and Sports
|
By the end of the
lesson, the learner
should be able to:
Describe the roles of Creative Arts and Sports in society. Make a storyboard highlighting the roles of creative arts and sports in society. Appreciate the roles played by Creative Arts and Sports in society. |
In pairs or in groups, learners are guided describe the roles of Creative Arts and Sports in society.
In pairs or in groups, learners are guided make a storyboard highlighting the roles of creative arts and sports in society. |
What is the importance of Creative Arts and Sports in society?
|
Creative Arts and Sports
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Painting
|
Imaginative Seascape Composition
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of colour temperature. Discuss the effects created when warm colours are used for painting. Draw a colour wheel and identify warm colours. Appreciate warm colours in our lives. |
Learners are guided to explain the meaning of colour temperature
In groups, learners are guided to discuss the effects created when warm colours are used for painting Individually, learners are guided to draw a colour wheel and identify warm colours |
Why are the colours considered warm?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 25-26
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Painting
|
Imaginative Seascape Composition
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of colour temperature. Discuss the effects created when warm colours are used for painting. Draw a colour wheel and identify warm colours. Appreciate warm colours in our lives. |
Learners are guided to explain the meaning of colour temperature
In groups, learners are guided to discuss the effects created when warm colours are used for painting Individually, learners are guided to draw a colour wheel and identify warm colours |
Why are the colours considered warm?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 25-26
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Painting
|
Imaginative Seascape Composition
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of colour temperature. Discuss the effects created when warm colours are used for painting. Draw a colour wheel and identify warm colours. Appreciate warm colours in our lives. |
Learners are guided to explain the meaning of colour temperature
In groups, learners are guided to discuss the effects created when warm colours are used for painting Individually, learners are guided to draw a colour wheel and identify warm colours |
Why are the colours considered warm?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 25-26
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Painting
|
Imaginative Seascape Composition
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of colour temperature. Discuss the effects created when warm colours are used for painting. Draw a colour wheel and identify warm colours. Appreciate warm colours in our lives. |
Learners are guided to explain the meaning of colour temperature
In groups, learners are guided to discuss the effects created when warm colours are used for painting Individually, learners are guided to draw a colour wheel and identify warm colours |
Why are the colours considered warm?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 25-26
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 5 |
Painting
|
Cool colours
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of cool colours. Draw a colour wheel that shows cool colours. Discuss the effects created when cool colours are used in a painting. Appreciate cool colours in our lives. |
Learners are guided to explain the meaning of cool colours
Individually, learners are guided to draw a colour wheel that shows cool colours. In groups, learners are guided to discuss the effects created when cool colours are used in a painting |
Why are the colours considered cool?
Which objects within your local environment have cool colours?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 26-27
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Painting
|
Paintings created using warm colours.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of projection and recession. Discuss the effects created by warm and cool colours in the artwork. Draw the painting in learner's book 8 page 27 Have fun and enjoy drawing the paintings. |
Learners are guided to explain the meaning of projection and recession
In groups, learners are guided to discuss the effects created by warm and cool colours in the artwork. Individually, learners are guided to draw the painting in learner's book 8 page 27 |
What arrest has been created by the colours in the artwork?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 27-28
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Painting
|
Paintings created using warm colours.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of projection and recession. Discuss the effects created by warm and cool colours in the artwork. Draw the painting in learner's book 8 page 27 Have fun and enjoy drawing the paintings. |
Learners are guided to explain the meaning of projection and recession
In groups, learners are guided to discuss the effects created by warm and cool colours in the artwork. Individually, learners are guided to draw the painting in learner's book 8 page 27 |
What arrest has been created by the colours in the artwork?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 27-28
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Painting
|
Paintings created using warm colours.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of projection and recession. Discuss the effects created by warm and cool colours in the artwork. Draw the painting in learner's book 8 page 27 Have fun and enjoy drawing the paintings. |
Learners are guided to explain the meaning of projection and recession
In groups, learners are guided to discuss the effects created by warm and cool colours in the artwork. Individually, learners are guided to draw the painting in learner's book 8 page 27 |
What arrest has been created by the colours in the artwork?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 27-28
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Painting
|
Paintings created using warm colours.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of projection and recession. Discuss the effects created by warm and cool colours in the artwork. Draw the painting in learner's book 8 page 27 Have fun and enjoy drawing the paintings. |
Learners are guided to explain the meaning of projection and recession
In groups, learners are guided to discuss the effects created by warm and cool colours in the artwork. Individually, learners are guided to draw the painting in learner's book 8 page 27 |
What arrest has been created by the colours in the artwork?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 27-28
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Painting
|
Paintings created using warm colours.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of projection and recession. Discuss the effects created by warm and cool colours in the artwork. Draw the painting in learner's book 8 page 27 Have fun and enjoy drawing the paintings. |
Learners are guided to explain the meaning of projection and recession
In groups, learners are guided to discuss the effects created by warm and cool colours in the artwork. Individually, learners are guided to draw the painting in learner's book 8 page 27 |
What arrest has been created by the colours in the artwork?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 27-28
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Painting
|
Painting an Imaginative Composition.
|
By the end of the
lesson, the learner
should be able to:
Outline the steps to painting an Imaginative Composition using warm colours. Paint an Imaginative Composition of a Seascape using Warm Colours. Appreciate warm colours in a painting. |
In pairs or individually, learners are guided to outline the steps to painting an Imaginative Composition using warm colours
In pairs or individually, learners are guided to paint an Imaginative Composition of a Seascape using Warm Colours |
Which steps have you taken to paint an imaginative composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 28-30
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Painting
|
Painting an Imaginative Composition.
|
By the end of the
lesson, the learner
should be able to:
Outline the steps to painting an Imaginative Composition using warm colours. Paint an Imaginative Composition of a Seascape using Warm Colours. Appreciate warm colours in a painting. |
In pairs or individually, learners are guided to outline the steps to painting an Imaginative Composition using warm colours
In pairs or individually, learners are guided to paint an Imaginative Composition of a Seascape using Warm Colours |
Which steps have you taken to paint an imaginative composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 28-30
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Painting
|
Painting an Imaginative Composition
|
By the end of the
lesson, the learner
should be able to:
Outline the steps to painting an Imaginative Composition using cool colours. Paint an Imaginative Composition of a Seascape using cool Colours. Appreciate cool colours in a painting. |
In pairs or individually, learners are guided to outline the steps to painting an Imaginative Composition using cool colours
In pairs or individually, learners are guided to paint an Imaginative Composition of a Seascape using cool Colours. |
Which cool colours have you used to paint an imaginative composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 30-31
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Painting
|
Painting an Imaginative Composition
|
By the end of the
lesson, the learner
should be able to:
Outline the steps to painting an Imaginative Composition using cool colours. Paint an Imaginative Composition of a Seascape using cool Colours. Appreciate cool colours in a painting. |
In pairs or individually, learners are guided to outline the steps to painting an Imaginative Composition using cool colours
In pairs or individually, learners are guided to paint an Imaginative Composition of a Seascape using cool Colours. |
Which cool colours have you used to paint an imaginative composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 30-31
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Painting
|
Painting an Imaginative Composition
|
By the end of the
lesson, the learner
should be able to:
Outline the steps to painting an Imaginative Composition using cool colours. Paint an Imaginative Composition of a Seascape using cool Colours. Appreciate cool colours in a painting. |
In pairs or individually, learners are guided to outline the steps to painting an Imaginative Composition using cool colours
In pairs or individually, learners are guided to paint an Imaginative Composition of a Seascape using cool Colours. |
Which cool colours have you used to paint an imaginative composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 30-31
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Painting
|
Imaginative Seascape Paintings
|
By the end of the
lesson, the learner
should be able to:
Display their Imaginative Seascape paintings in an area visible to all. Talk about their own and others' Seascape paintings. Appreciate each other's feedback. |
Learners are guided to display their Imaginative Seascape paintings in an area visible to all
In groups, learners are guided to talk about their own and others' Seascape paintings. |
How did you create the advancing and receding effect in your paintings?
Which warm and cool colours are identifiable in your paintings?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 31
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Painting
|
Imaginative Seascape Paintings
|
By the end of the
lesson, the learner
should be able to:
Display their Imaginative Seascape paintings in an area visible to all. Talk about their own and others' Seascape paintings. Appreciate each other's feedback. |
Learners are guided to display their Imaginative Seascape paintings in an area visible to all
In groups, learners are guided to talk about their own and others' Seascape paintings. |
How did you create the advancing and receding effect in your paintings?
Which warm and cool colours are identifiable in your paintings?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 31
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Painting
|
Imaginative Seascape Paintings
|
By the end of the
lesson, the learner
should be able to:
Display their Imaginative Seascape paintings in an area visible to all. Talk about their own and others' Seascape paintings. Appreciate each other's feedback. |
Learners are guided to display their Imaginative Seascape paintings in an area visible to all
In groups, learners are guided to talk about their own and others' Seascape paintings. |
How did you create the advancing and receding effect in your paintings?
Which warm and cool colours are identifiable in your paintings?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 31
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Painting
|
Symbolic Meanings of colours
|
By the end of the
lesson, the learner
should be able to:
Identify colour and their meanings. Investigate the Symbolic Meanings of colours. Appreciate the symbolic Meanings of colours. |
Learners are guided to identify colour and their meanings.
Learners are guided to investigate the Symbolic Meanings of colours |
Which emotions are aroused by colours when you observe them?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 32-33
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Painting
|
Symbolic Meanings of colours
|
By the end of the
lesson, the learner
should be able to:
Identify colour and their meanings. Investigate the Symbolic Meanings of colours. Appreciate the symbolic Meanings of colours. |
Learners are guided to identify colour and their meanings.
Learners are guided to investigate the Symbolic Meanings of colours |
Which emotions are aroused by colours when you observe them?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 32-33
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Painting
|
Mosaic
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of Mosaic. Identify the materials used to make Mosaic artwork. Draw the Mosaic pictures in learner's book 8 page 34 Have a desire to learn more about Mosaic artworks. |
In groups, learners are guided to explain the meaning of Mosaic
In groups, learners are guided to identify the materials used to make Mosaic artwork Individually, learners are guided to draw the Mosaic pictures in learner's book 8 page 34 |
What is mosaic?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 34-35
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Painting
|
Mosaic
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of Mosaic. Identify the materials used to make Mosaic artwork. Draw the Mosaic pictures in learner's book 8 page 34 Have a desire to learn more about Mosaic artworks. |
In groups, learners are guided to explain the meaning of Mosaic
In groups, learners are guided to identify the materials used to make Mosaic artwork Individually, learners are guided to draw the Mosaic pictures in learner's book 8 page 34 |
What is mosaic?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 34-35
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Painting
|
Mosaic
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of Mosaic. Identify the materials used to make Mosaic artwork. Draw the Mosaic pictures in learner's book 8 page 34 Have a desire to learn more about Mosaic artworks. |
In groups, learners are guided to explain the meaning of Mosaic
In groups, learners are guided to identify the materials used to make Mosaic artwork Individually, learners are guided to draw the Mosaic pictures in learner's book 8 page 34 |
What is mosaic?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 34-35
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Painting
|
Samples of Mosaic
|
By the end of the
lesson, the learner
should be able to:
Identify surfaces used to decorate Mosaic. Discuss factors to consider when choosing the material for tesserae. Appreciate the surfaces used to decorate Mosaic. |
In groups, learners are guided to identify surfaces used to decorate Mosaic
In groups, learners are guided to discuss factors to consider when choosing the material for tesserae |
Which materials have been used to create the Mosaic?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 35-36
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 4-5 |
Painting
|
Samples of Mosaic
|
By the end of the
lesson, the learner
should be able to:
Identify surfaces used to decorate Mosaic. Discuss factors to consider when choosing the material for tesserae. Appreciate the surfaces used to decorate Mosaic. |
In groups, learners are guided to identify surfaces used to decorate Mosaic
In groups, learners are guided to discuss factors to consider when choosing the material for tesserae |
Which materials have been used to create the Mosaic?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 35-36
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 |
Mid term break |
||||||||
| 9 | 1 |
Painting
|
Making a paper Mosaic Landscape Pictorial Composition.
|
By the end of the
lesson, the learner
should be able to:
Making a paper Mosaic Landscape Pictorial Composition. Outline the steps to make a Mosaic landscape pictorial Composition using paper. Make a paper Mosaic landscape pictorial Composition. Have fun and enjoy making the paper Mosaic landscape pictorial Composition. |
In groups, learners are guided to making a paper Mosaic Landscape Pictorial Composition
In groups, learners are guided to outline the steps to make a Mosaic landscape pictorial Composition using paper In groups, learners are guided to make a paper Mosaic landscape pictorial Composition |
What have you learnt about paper Mosaic landscape?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 37-38
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 2 |
Painting
|
Making a paper Mosaic Landscape Pictorial Composition.
|
By the end of the
lesson, the learner
should be able to:
Making a paper Mosaic Landscape Pictorial Composition. Outline the steps to make a Mosaic landscape pictorial Composition using paper. Make a paper Mosaic landscape pictorial Composition. Have fun and enjoy making the paper Mosaic landscape pictorial Composition. |
In groups, learners are guided to making a paper Mosaic Landscape Pictorial Composition
In groups, learners are guided to outline the steps to make a Mosaic landscape pictorial Composition using paper In groups, learners are guided to make a paper Mosaic landscape pictorial Composition |
What have you learnt about paper Mosaic landscape?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 37-38
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Painting
|
Making a paper Mosaic Landscape Pictorial Composition.
|
By the end of the
lesson, the learner
should be able to:
Making a paper Mosaic Landscape Pictorial Composition. Outline the steps to make a Mosaic landscape pictorial Composition using paper. Make a paper Mosaic landscape pictorial Composition. Have fun and enjoy making the paper Mosaic landscape pictorial Composition. |
In groups, learners are guided to making a paper Mosaic Landscape Pictorial Composition
In groups, learners are guided to outline the steps to make a Mosaic landscape pictorial Composition using paper In groups, learners are guided to make a paper Mosaic landscape pictorial Composition |
What have you learnt about paper Mosaic landscape?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 37-38
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 4 |
Painting
|
Making a paper Mosaic Landscape Pictorial Composition.
|
By the end of the
lesson, the learner
should be able to:
Making a paper Mosaic Landscape Pictorial Composition. Outline the steps to make a Mosaic landscape pictorial Composition using paper. Make a paper Mosaic landscape pictorial Composition. Have fun and enjoy making the paper Mosaic landscape pictorial Composition. |
In groups, learners are guided to making a paper Mosaic Landscape Pictorial Composition
In groups, learners are guided to outline the steps to make a Mosaic landscape pictorial Composition using paper In groups, learners are guided to make a paper Mosaic landscape pictorial Composition |
What have you learnt about paper Mosaic landscape?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 37-38
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 5 |
Painting
|
Making and Egg Shell Mosaic Composition of a flower.
|
By the end of the
lesson, the learner
should be able to:
Outline the steps to make a Mosaic Composition of a flower using egg smells of for different colours and their tones. Make an egg shell Mosaic Composition of a flower. Have fun and enjoy making the egg shell Mosaic Composition. |
In groups, learners are guided to outline the steps to make a Mosaic Composition of a flower using egg smells of for different colours and their tones.
In groups, learners are guided to make an egg shell Mosaic Composition of a flower |
What have you learnt about making egg shell Mosaic Composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 38-40
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 1 |
Picture making
|
Two-point Linear Perspective
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of two-point linear perspective. Discuss the components of perspective in objects drawn in two-point perspective. Draw the pictures in learner's book 8 page 14. Appreciate the components of perspective in objects. |
In groups, learners are guided to explain the meaning of two-point linear perspective
In groups, learners are guided to discuss the components of perspective in objects drawn in two-point perspective Individually, learners are guided to draw the pictures in learner's book 8 page 14 |
Which eye views have been portrayed in the pictures?
How has the illusion of depth and distance been created in the pictures?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 13-15
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Picture making
|
Two-point Linear Perspective
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of two-point linear perspective. Discuss the components of perspective in objects drawn in two-point perspective. Draw the pictures in learner's book 8 page 14. Appreciate the components of perspective in objects. |
In groups, learners are guided to explain the meaning of two-point linear perspective
In groups, learners are guided to discuss the components of perspective in objects drawn in two-point perspective Individually, learners are guided to draw the pictures in learner's book 8 page 14 |
Which eye views have been portrayed in the pictures?
How has the illusion of depth and distance been created in the pictures?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 13-15
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Picture making
|
Two-point Linear Perspective
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of two-point linear perspective. Discuss the components of perspective in objects drawn in two-point perspective. Draw the pictures in learner's book 8 page 14. Appreciate the components of perspective in objects. |
In groups, learners are guided to explain the meaning of two-point linear perspective
In groups, learners are guided to discuss the components of perspective in objects drawn in two-point perspective Individually, learners are guided to draw the pictures in learner's book 8 page 14 |
Which eye views have been portrayed in the pictures?
How has the illusion of depth and distance been created in the pictures?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 13-15
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Picture making
|
Two-point Linear Perspective
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of two-point linear perspective. Discuss the components of perspective in objects drawn in two-point perspective. Draw the pictures in learner's book 8 page 14. Appreciate the components of perspective in objects. |
In groups, learners are guided to explain the meaning of two-point linear perspective
In groups, learners are guided to discuss the components of perspective in objects drawn in two-point perspective Individually, learners are guided to draw the pictures in learner's book 8 page 14 |
Which eye views have been portrayed in the pictures?
How has the illusion of depth and distance been created in the pictures?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 13-15
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 5 |
Picture making
|
Draw cuboid in two-point perspective from different views: Worms Eye View
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from different views. Draw cuboid in two-point perspective from different views. Have fun and enjoy drawing. |
Individually, learners are guided to outline the procedure to draw cuboid from different views
Individually, learners are guided to draw cuboid in two-point perspective from different views |
Where are the vanishing points, horizon and projection lines?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 16-17
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Picture making
|
Normal Eye View
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from different views. Draw a cuboid of normal eye view. Have fun and enjoy drawing cuboid of normal eye view. |
Individually, learners are guided to outline the procedure to draw cuboid from different views.
Individually, learners are guided to draw a cuboid of normal eye view |
Which view did you use when drawing your Composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 18-19
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Picture making
|
Normal Eye View
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from different views. Draw a cuboid of normal eye view. Have fun and enjoy drawing cuboid of normal eye view. |
Individually, learners are guided to outline the procedure to draw cuboid from different views.
Individually, learners are guided to draw a cuboid of normal eye view |
Which view did you use when drawing your Composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 18-19
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Picture making
|
Normal Eye View
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from different views. Draw a cuboid of normal eye view. Have fun and enjoy drawing cuboid of normal eye view. |
Individually, learners are guided to outline the procedure to draw cuboid from different views.
Individually, learners are guided to draw a cuboid of normal eye view |
Which view did you use when drawing your Composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 18-19
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Picture making
|
Normal Eye View
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from different views. Draw a cuboid of normal eye view. Have fun and enjoy drawing cuboid of normal eye view. |
Individually, learners are guided to outline the procedure to draw cuboid from different views.
Individually, learners are guided to draw a cuboid of normal eye view |
Which view did you use when drawing your Composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 18-19
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 5 |
Picture making
|
Normal Eye View
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from different views. Draw a cuboid of normal eye view. Have fun and enjoy drawing cuboid of normal eye view. |
Individually, learners are guided to outline the procedure to draw cuboid from different views.
Individually, learners are guided to draw a cuboid of normal eye view |
Which view did you use when drawing your Composition?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 18-19
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Picture making
|
Birds Eye View.
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from Birds eye view. Draw a cuboid showing birds eye view. Have fun and enjoy drawing cuboid showing birds eye view. |
Individually, learners are guided to outline the procedure to draw cuboid from Birds eye view.
Individually, learners are guided to draw a cuboid showing birds eye view |
How has the illusion of depth and distance been portrayed in your drawing?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 20-21
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 2 |
Picture making
|
Birds Eye View.
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw cuboid from Birds eye view. Draw a cuboid showing birds eye view. Have fun and enjoy drawing cuboid showing birds eye view. |
Individually, learners are guided to outline the procedure to draw cuboid from Birds eye view.
Individually, learners are guided to draw a cuboid showing birds eye view |
How has the illusion of depth and distance been portrayed in your drawing?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 20-21
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Picture making
|
Drawing buildings in two-point perspective and shading using cross hatching technique
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw two buildings in two-point perspective. Draw buildings in two-point perspective and shading using cross hatching technique. Have fun and enjoy drawing. |
In groups, learners are guided to outline the procedure to draw two buildings in two-point perspective
In groups, learners are guided to draw buildings in two-point perspective and shading using cross hatching technique |
Why did you use cross-hatching technique on your drawing?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 22-24
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 4 |
Picture making
|
Drawing buildings in two-point perspective and shading using cross hatching technique
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw two buildings in two-point perspective. Draw buildings in two-point perspective and shading using cross hatching technique. Have fun and enjoy drawing. |
In groups, learners are guided to outline the procedure to draw two buildings in two-point perspective
In groups, learners are guided to draw buildings in two-point perspective and shading using cross hatching technique |
Why did you use cross-hatching technique on your drawing?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 22-24
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 5 |
Picture making
|
Drawing buildings in two-point perspective and shading using cross hatching technique
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to draw two buildings in two-point perspective. Draw buildings in two-point perspective and shading using cross hatching technique. Have fun and enjoy drawing. |
In groups, learners are guided to outline the procedure to draw two buildings in two-point perspective
In groups, learners are guided to draw buildings in two-point perspective and shading using cross hatching technique |
Why did you use cross-hatching technique on your drawing?
|
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 22-24
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
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