ART (Yr 9, 10 & 11) - 3 Years

TERM ONE
LESSON DESCRIPTION/SUGGESTED LEARNING

UNIT / TOPICS TOOLS / MEDIA RESOURCE
ATIVITIES OBJECTIVE
PAINTING : STILL LIFE ( ORGANIC AND NON ORGANIC )
ORGANIC AND Wet and dry medium Definition of:

NON ORGANIC View finder 1. Composition
2. Theme
3. Colour.
Composition
Composition refers to the way the various
components of a painting are arranged. This
could include how an artist decides to use the
various design elements in their painting. It can
also include how an artist place their chosen
subject within the frame of their painting. The
visual structures of a painting can be composed
in an endless variety of ways and it up to the
artist to select and organize the component to
achieve the desired effect.
Colour
Colour is often considered to be the most
important design elements in painting. It has the
power to effect and influence the appearance
and mood of an image. Colour can make picture
look bright cool an refreshed, warm, hot and
humorous or dark, dreary and depressing. The
colour use can create a mood or atmosphere that
suits the subject matter.
Theme
ART – SPN 21 SCHEME OF WORK 1

YEAR 9 TERM 1
ATIVITIES OBJECTIVE
PAINTING : STILL LIFE ( ORGANIC AND NON ORGANIC ) …continued
ORGANIC AND
Wet and dry medium SUGGESTED ACTIVITIES
NON ORGANIC
How to compose still life with regard to:
View finder
1. Composition
2. Theme
3. Colour
Drawing from different eye levels (multi view

point)
Thematic choice e.g. Found object, organic and

non organic.
Contrast shapes and colours

Reflective, dull, hard, soft
Experiment with different colours and techniques

Colours, warm, cool, sad, happy
Techniques of painting
1 Wash
2 Hard colour
Needs consideration
 Light
 Background
 Space
How to set up a composition e.g. linear, vertical
Hidden message or a story behind the chosen

object. Sadness, sublime etc.

YEAR 9 TERM 1
ATIVITIES OBJECTIVE
PAINTING : STILL LIFE ( ORGANIC AND NON ORGANIC ) …continued
ORGANIC AND Wet and dry medium SUGGESTED ACTIVITIES

NON ORGANIC How to compose still life with regard to:
View finder
4. Composition
5. Theme
6. Colour
Drawing from different eye levels (multi view

point)
Thematic choice e.g. Found object, organic and

non organic.
Contrast shapes and colours

Reflective, dull, hard, soft
Experiment with different colours and techniques

Colours, warm, cool, sad, happy
Techniques of painting
3 Wash
4 Hard colour
Needs consideration
 Light
 Background
 Space
How to set up a composition e.g. linear, vertical
Hidden message or a story behind the chosen

object. Sadness, sublime etc.

YEAR 9 TERM 1
ATIVITIES OBJECTIVE
FIGURE DRAWING Charcoal, In art, a figure drawing generally refers to

Various grade drawing of human being. Most people have the
pencils same basic features: a head, body, arms and
legs. This feature vary from person to person:
however, the ratio between them generally
similar. When drawing a figure, the most
important aspect is to draw each of the different
features in correct proportion to each other
Therefore this unit students will be encouraged

to develop their observational skills. The
development of these skills will be based on
proportion and figure in various positions,
Movement, expression, weight distribution,
acting weight. The use of ‘Background’ to correct
proportion
SUGGESTED ACTIVITIES
1. Draw a figure in various positions. Try to
copy the
following drawing to build your skills in
drawing in
various position. Start off by using lead
pencils.
As students gain more confidence try
alternative
material such as charcoal, pen and in or
pastel.
NOTE: Use a model whenever possible to

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assist
Students when drawing the figure
2. Make some quick sketches of people

doing some
Activities such as swimming, cycling,
playing football etc.
NOTE: Use a model whenever possible to

assist
students when drawing the figure or students
could use images of people from magazine

ATIVITIES OBJECTIVE

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OBSERVATION In this scheme students will be encouraged to
transform
original ideas from direct observational drawing
to other art forms e.g. design, patterns, different
arts movement e.g cubism, modernism, futurism,
Mass drawing
Negative space Horizontal lines, Vertical lines,
Proportion
Continuous line drawing,
Students are required to record the following

information in a booklet to accompany their work
1. The source of their design: include

photographs or sketches of what
inspired their design, as well as
sketches that illustrate how they
modified their design
2. The colour schemes: photographs

or paint the different colour
schemes that they tried out A step-
by-step record of the ideas of
transformation to other art form
such as design, patterns, different
arts movement e.g cubism,
modernism, futurism, Mass
drawing. Negative space Horizontal
lines
3. Process used Show in the form of

photographs or sketches.
4. A photograph of the work display
Teacher will set the topic of the activities

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…………..

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ATIVITIES OBJECTIVE
GRAPHIC DESIGN : PACKAGING, TYPEFACES, CALLIGRAPHY
PACKAGING
In this unit students will be introduced to some
specific guidelines on packaging:
1. The design can be either repeated or
continued around the box planes.
2. The design should appear the right way
up when the box is finally assembled.
3. The colour and the design on the box
should suit the contents of the box
4. Text may be used in some of these
designs especially for commercial
products.
Design a gift box for one of the following
occasions: mother’s day or father’s day. The box
contain a small gift item. Students are required
to decide the size, motif and colour schemes.

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TYPEFACES
In this unit students will be introduce to
typefaces, English and Arabic calligraphy. In both
graphic and product design, the typeface plays a
significant role. It serves to project the right
image, convey a message or purpose and
enhance the overall presentation. Choosing the
right typeface is as much an art as designing it. A
typeface refers to the size and style of letter
used in printing. Modern technology has made
available a great variety of typefaces which come
in the form of dry transfer.
1. Using a letter or two from any typefaces

as motif, design a repeat pattern. Use not
more than three warm and cool colour .

ATIVITIES OBJECTIVE
GRAPHIC DESIGN : TYPEFACES, CALLIGRAPHY ( ENGLISH AND ARABIC )
TYPEFACES 2. The meaning of words is conveyed

effectively through the visual image
rendered. Depict
The meaning of the following words
through students very own treatment of
them:
1. War
2. Happy
3. 3. Storm etc

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CALLIGRAPHY In this unit students will be introduce to
typefaces, English and Arabic calligraphy.
ENGLISH CALLIGRAPHY
Using a appropriate calligraphic script with you
are
familiar, design a menu card using all the
following
text. WESTSIDE RESTAURANT, Starters, Rice
Salad, Aubergine Rolls, Main Course, Baked
Shellfish, Charggrilled, Dessert and Tropical Fruit
Honey Sauce. Include any additional wording and
/
or decoration you feel appropriate.
OTHER SUGGESTED ACTIVITIES:

A poem , at least eight lines
An invitation card ETC.
ARABIC CALLIGRAPHY
The art of the calligrapher pervaded all aspects
of the Muslim world. Arabic Calligraphy was used
extensively to decorate the interiors and exterior
of the mosques and secular buildings. Arabic
letters were used as ornamental motifs for
textiles, metalworks, ceramics and furnishings.

ATIVITIES OBJECTIVE
GRAPHIC DESIGN : CALLIGRAPHY (ARABIC CALLIGRAPHY, ENGLISH CALLIGRAPHY )

YEAR 9 TERM 1
CALLIGRAPHY
There are two main styles of Arabic writing, a
formal style known as Kufic which is bold,
angular, and majestic and a cursive style, Naskhi,
which has rounded letters. The earliest known
Koran was written in Kufic (784 / 784 A.D)
The Kufic script was used in Egypt, Syria and
Mesopotamia during the 19th an 10th centuries
Design your name in the form of Islamic

calligraphy
Either using a formal style known as Kupic or
rounded
letter known as Naskhi
CRAFTWORK : TIE AND DYE, BATIK, WEAVING,SCREEN PRINTING,MODEL MAKING, COPPER TOOLING,CERAMIC AND
POTTERY.
Tie and Dye This unit will covers the areas, historical
- Thread, Art For Upper
Batik background of batik, materials and tools,
Pegs, Paper Secondary Part A
planning the design, experiments with wax and
- clips
dye and batik painting.
- Fabric
- Batik Dye
SUGGESTED ACTIVITISES
- Sodium
Tie and dye – Introduce advanced methods of
Sillicate
tying
- Brushes
- Tjantings
Design a pillow cover for a bedroom in a
- A
house. The students are required to
wooden frame
record the following information in a
- Plastic
booklet to accompany their work
Basin
- A
photographs or sketches of what
hotplate
inspired their design, as well as
- Stapler
sketches that illustrate how they
- An iron
modified their design
- A
6. The colour schemes: photographs
cooking Pot
or paint the different colour schemes
- Stapler
that they tried out
- Newspap
7. A step-by-step record of the
er
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process used in the waxing and
painting of the fabric. Show in the
form of photographs or sketches.
8. A photograph of the work display

ATIVITIES OBJECTIVE
Weaving Bamboo
Weaving – 3D weaving i.e. hat, basket, household
Paper Strips decoration, window blind
Leaves ,i.e Pandan,
Daun Sirat, Rattan,
Banban
POTTERY…continued

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Screen Printing Wooden Frame ART For Upper
In this unit students are encouraged to come up
Secondary Part A
Organdee with their own fabric design, using a specific
design, using a specific motif, an interesting
Photo Emulsion ART For Upper
arrangement and a pleasing colour scheme.
Secondary Part B
Fabric Dye Students will required to take the following points
for consideration
Paper Gum
Stapler The source of their design: include
photographs or sketches of what inspired
their design, as well as sketches that
illustrate how they modified their design
The colour schemes: photographs or paint the
different colour schemes that they tried
out
A step-by-step record of the process used in
the waxing and painting of the fabric.
Show in the form of photographs or
sketches.
A photograph of the work display
PHOTO EMULSION SCREEN PRINT
Teacher will set the topic of the activities

…………..

ATIVITIES OBJECTIVE
POTTERY….continued

YEAR 9 TERM 1
Ceramic & Pottery Plaster of Paris /
Art is…….. In this unit students will learn the three basic
Cornice Powder
Making, creating hand – building techniques how to construct
String & appreciation 1 pottery: pinching, coiling and slab building.
Plastic Bags for
Art is…….. PINCH POTS
storage
Making, creating Pinching is the simplest of all hand-building
Sculpting tools & appreciation 2 techniques. This procedures allows you to create
small bowl from a ball clay. Once this simple
Roller Pin form has been constructed students can then
Glaze ART For Upper modify it into a verity of objects.
Secondary Part A
Kiln PROCEDURE
ART For Upper Roll a small portion of clay into a ball
Secondary Part B Place thumb into the centre of the ball
Carefully pinch fingers (on the outside
of the ball) against thumb ( on the
inside ) to thin out the walls of the
pot
Finalize the shape of the pot, ensuring
that all of the sides are the same
thickness
COIL POTS.
Pots or any forms of ceramic can be created by
blending small coils of clay together. The coil pot
techniques allows you to create a form in
whatever size or shape choose.
PROCEDURE
Cut a small slab of clay into the shape of
the
base of the pot ( a pinch pot can also
used to
form the base of the clay pot )

YEAR 9 TERM 1
ATIVITIES OBJECTIVE
POTTERY…continued
Art is…….. Roll small coils of clay, then add them to

Making, creating the
& appreciation 1 slab. Remember to place scratch
marks on the
Art is…….. two clay surface that will be joined to
Making, creating ensure
& appreciation 2 that they adhere correctly
Continue building the pot by joining
more coils. Keep a close eye on the
ART For Upper shape that created, ensuring that it
Secondary Part A is consistent with the original design.
When the form of the pot is complete,
ART For Upper smooth out its surface and add any
Secondary Part B required decoration
SLAB POTS
Slab techniques is ideal for constructing pots that
are geometrically shaped
PROCEDURE
Use a rolling pin and two guides to roll
out a large slab of clay
Cut out template that is the same shape
and size as the walls and base of the
pot you wish to create. Use these
templates as a guide to cut out the
required slabs of clay
Allows the slabs to dry to leather hard,
then joint them together using
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scratch marks and slip
Smooth down the well of the pot and
add any final decoration
Design three pottery forms that could be
constructed using each of the above hand-
building techniques.

ATIVITIES OBJECTIVE
CRAFTWORK : MODEL MAKING, SCULPTURE ( ASSEMBLAGE,CARVING, MODELING, CASTING AND CONSTRUCTION )
Model Making Cardboards, Model Making – Introduce the use of cardboards,
Art is……..
Polystyrene Foam, wires, wood and/or plastic
Making, creating
Soft wood, etc.
& appreciation 1
Suggested Activities:
Cutter or cutting
1. Models of House / Furniture
tool Art is……..
2. Models of Transportation
Making, creating
Pliers, Rivet 3. Mobile
& appreciation 2
4.
Glue, Tapes
Electrical
equipments i.e Saw,
etc
Sculpting Cardboards,
Art is…….. Sculpture involves an expression of the
Polystyrene Foam,
Making, creating relationship between materials and space. In the
Soft wood, etc.
& appreciation 1 simplest sense, sculpture refers to three
Cutter or cutting dimensional works of art. This may include free
tool Art is…….. standing works or reliefs; small, personal pieces
Making, creating or large-scale public artworks; works made from
Pliers, Rivet
& appreciation 2 precious metals and stone or work made from

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common, everyday materials. Aspect of
Glue, Tapes
architectural, urban, landscape, and industrial
Electrical ART For Upper design may also be said to have sculptural
equipments i.e Saw, Secondary Part A qualities
etc
ART For Upper This unit will cover the area of sculpture
Secondary Part B techniques: carving, modeling, casting and
construction and assemblage
ASSEMBLAGE
Generally the term assemblage refers to describe
the manner in which the individual elements are
joined together. Assemblage can be thought of
as the three – dimensional equivalent of collage.
Mixed media assemblage is a uniquely modern
form of sculpture.

ATIVITIES OBJECTIVE
Cardboards,
Art is…….. SUGGESTED ACTIVITIES ( ASSEMBLAGE )
Polystyrene Foam,
Making, creating Create a simple found object
Soft wood, etc.
& appreciation 1 As starting point, it is suggested that all students
Cutter or cutting start with a cup and saucer and either alter its
tool Art is…….. appearance or combine it with other elements to
Making, creating create a new form. The cup and saucer can be
Pliers, Rivet
& appreciation 2 brought home or purchased from shop. Emphasis
Glue, Tapes for this activity is on the process of
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experimentation rather than on the quality of the
Electrical
ART For Upper finished product
equipments i.e Saw,
Secondary Part A
etc
CARVING
ART For Upper Carving is a subtractive techniques: It starts with
Secondary Part B an existing amount of materials ( for example, a
block of stone ) the stone will be subtract until
the desire form is achieved. This require a high
degree of planning, good organization and
careful execution, as once the materials is carved
away it cannot be replaced. Carving tends to be
rather slow process, involving great
concentration and skills in the use of tools and
equipments
SUGGESTED ACTIVITIES ( CARVING )

Design and carve a monumental limestone
sculpture based on students’ interpretation of a
seashell. Emphasis the organic qualities of the
form and may wish to focus on creating
interesting texture and negative spaces or voids
to suggest the interior of the shell. Student may
wish to simply the shell by eliminating
unnecessary details or exaggerate the form by
altering its proportion.Carving will be significantly
larger than life-size, the scale will be
monumental.

ATIVITIES OBJECTIVE
YEAR 9 TERM 1
Cardboards,
Art is…….. MODELLING
Polystyrene
Making, creating Modelling is an additive technique and as such, is
Foam, Soft
& appreciation 1 the opposite of carving. Modeling refers to work
wood, etc.
done with soft, pliable materials like wax, clay or
Cutter or cutting Art is…….. plaster in their plastic states. The directness of
tool Making, creating modeling may allow for a more spontaneous or
& appreciation 2 expressive approach as it can easily alter what
Pliers, Rivet
have been made is not suitable. Unlike carving it
Glue, Tapes may need only one hands as simple tools to
complete the work
Electrical
equipments SUGGESTED ACTIVITIES ( MODELLING )
i.e Saw, etc Teacher will set the topic of the activities
…………..
CASTING
Casting is a replacement or secondary technique.
In order to create a cast sculpture, first make a
mould of an existing object. A mould is the
negative image of the object to be cast. The
material of the original object is replaced with
the cast materials ( Such as bronze, plastic, clay,
concrete or fiberglass ). Casting allows to obtain
an exact duplicate of the original form and also
enebles to make as many copies as wish. Similar
to an edation of prints or photographs.
SUGGESTED ACTIVITIES ( CASTING )

Create a slip cast from the mould
CONSTRUCTION
Construction are additive techniques like
modeling. It refers to the joining of a hard
material such as timber and steel. Nailing, gluing,
dowelling and welding are some ways to
construct the sculpture.

YEAR 9 TERM 1
ATIVITIES OBJECTIVE
CRAFTWORK : MODEL MAKING.
Cardboards, Art is…….. SUGGESTED ACTIVITIES ( CONSTRUCTION )

Polystyrene Foam, Making, creating Construct an abstract timber geometric sculpture
Soft wood, etc. & appreciation 1
Note:
Cutter or cutting
Art is…….. Student will be required to base their design on
tool
Making, creating an interpretation of a building or other structure
Pliers, Rivet & appreciation 2 such as tower or bridge. The individual pieces of
timber will be cut to the desired sizes and joined
Glue, Tapes
together temporarily with dowel joints. They will
Electrical then be taken apart, painted and put together
equipments i.e Saw, with the PVA glue. This task does require some
etc specific tool and equipment as well as fairly large
amount of timber, which can be ordered in
standard, pre-cut sizes by teacher from the
timber yard.
Copper Tooling Copper Sheets

(available at
hardware store)
Blunt Tools (for
pressing the
patterns)
Strawboard,
Newspaper
Scissors

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2B, 4B and 6B Natural objects Students will be introduced to Art as a process. The Students should be
PAINTING able to:
pencils, cartridge around us They will learn to research visually through and
paper drawing from observation and learn how to 1. Students will learn
( JUNGLE ART
Ruler, eraser develop this in a creative way > Link the project to mix and match
PROJECT )
Water Colour to Wildlife Conservation in Borneo so that they colour from
Brush will begin to see how Art is related to the world observation of
Oil pastel around them. They will both individually and as a variegated leaves
Crayon group at different stages of the project. They will and flowers
Pen also be introduced to the work of relevant artists 2. Students will make
Acrylic from different time and places. “colour patch”
Gouache painting their
TASK 1 AND 2 subject without
Coloured Paper
Geometrical Students should go out and collect a selection of any prior drawings.
instrument variegated leaves and flower 3. develop the
Tracing Paper painting by
Teacher: Demonstrate:
Computer copying up in full
Camera or any other 1. look closely at the subject and anlyse the colour onto a
relevant materials colours bigger scale.
( minimum size to
2. Choose a small area of colour on the leaf fill A$ size paper. If
and try to match it by mixing at least two you like you could
hues switch to another
medium such as
3. mixing colour in the palette as you marker pen )
proceed, paint the leaf or flower. The
colour should be as close as possible to 4. Look at examples
the original. Paint patch by patch, colou of paintings of
jungle such as by
by colour. As long as the colours and
Henri Rousseau.
shapes are accurately observed and Class discuss the
painted the shapes should joint up to look interesting things
like object. in the painting
which could be
Students will make carefully observed colour
included in the
studies of their subject using the method class painting.
demonstrated.
5. Cut out the
TASK 3 paintings leaves
and flowers and
Students will make enlarged copies of their
arrange on larger
earlier painting and cut them out. Arrange these paper to make a
and stick them down on enlarge sheet of paper. jungle frieze

YEAR 9 TERM 1
Imagine it as a zoomed in picture of the canopy. 6. Students discuss
Discuss what other things a jungle contains that what else they
could be added to the scene. For homework ask need to make their
the students to find pictures of Borneo and birds jungle complete.
( Such as insects,
and to bring drawings of them to the next lesson. birds, animals
etc )

YEAR 9 TERM 1
UNIT / TOOLS / MEDIA RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNING
TOPICS OBJECTIVES /
ASSESSMENT
TASK 4 7. Use any practical

PAINTING
source, such as
Show students examples of painting of jungle scenes. Any
books, internet,
( JUNGLE ART relevant artist’s work will be suitable. Try to find examples
dead insects,
PROJECT ) of at least two different styles, example: Henri Rousseau
drawing from
and Tintin or any other local artists.
pets as
Students discuss in small group what they like and dislike homework etc,
about the example paintings. Each group should come up and make
with five things they like and their should be included in drawings /
their jungle frieze. paintings
Look at the images of Borneo animals brought in by the
children and ask them to talk about the creatures. What
they look like, where they live, what they eat etc.
A s class the students must agree on the idea want get
over: cute and cuddy, fierce and dangerous, endangered,
colour and pattern…….
TASK 5 AND 6
Students may continue with paint or could switch to oil
pastels if they are available
Look at any one of the Van Goh’s painting which show
strong mark making effects with pastel to show direction
and expressive energy
Students draw up and paint the faces of large animals or
whole bodies of smaller creatures like insects, spider,
snakes birds etc.
Include the creatures in the Jungle Frieze. Tuck them in
between the leaves to make them like they are hiding
FURTEHR IDEAS FOR DEVELOPMENT AND EXTENSION
☻Simplify and stylize plants and animals into pattern.
Look at the

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Indonesian batik and henna painting.
LESSON DESCRIPTION / SUGGESTED ACTIVITIES

UNIT / TOPICS TOOLS / MEDIA RESOURCE LEARNING
( Compulsory to do research )
OBJECTIVES /
ASSESSMENT

YEAR 9 TERM 1
Drawing and - Rulers Research, Art & Culture By the end of the
design: lesson students will
- Graph Asks students to observe houses and homes in the local
be able to:
environment, including the main features and building
( Designing a - Lead
materials. Goes on to explore and make comparisons with 1. Successfully
Dream Pencil
houses around the world, e.g. similarities and differences. integrate their own
House )
- Eraser imaginative ideas
Art ideas, Art skill and process
convention to
- Sketch develop a creative
When students are investigating different types of homes in
Book / and original
the local environment they could be asked, in addition to
Drawing architectural design
practical questions of structure, whether they think the
Paper
homes or houses would be good to live in and why. Students
2. Identify and use the
could consider features that make home pleasant places,
conventions of aerial
including appreciation of gardens and local surrounding as
perspective
well as features of the houses themselves.
architectural
drawings both in
their own work and
in the work of
others.
3. Demonstrate their
knowledge
and understanding of
key
features in the work
of an arts
professional through
group
discussion and the
use these
features in their own
creative
activity.

YEAR 9 TERM 1
Model making A house plan Research, Art & Culture By the end of the lesson
drawing ( layout students will be able to:
( My dream Students should be able to identify basic features that make
drawing and
House ) houses environmentally sustainable. These might include 1. Transfer the 2D
elevation drawing
obvious features such as solar panels, double glazing, types drawing to a 3D
plans,cardboards,
of building materials ( e.g. in keeping with the local area; model
Polystyrenes
local materials ), whether the buildings are old or new or use
Foam, Soft Wood, 2. Distinguish the
for other ( local materials such as thatch – They can go to
etc,Cutter or materials that
the museum for study visit.
cutting tools, they use for their
Pliers, Rivet, Art ideas, Art skill and process purposes
Ruler, glue, tapes,
During the model making activity children could be 3. Use most of the
Electrical equip.
encouraged to bring use recycled materials from home such equipments as
glue gun, saw
as a cardboard boxes or tubes – Students are required to be stated in tools
(etc)
as creative as possible. column
independently
and confidently

YEAR 9 TERM 1
UNIT / TOPICS TOOLS / RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNING
MEDIA OBJECTIVES /
ASSESSMENT
STILL LIFE - Drawing paper Still Life – A Research, Arts and Culture: Students will be able
History, Elbert to:
- Colour Papers Research artworks from a variety of Art movements ( post
Teachers are S-Schiffere
Impression, Expressionism, contemporary etc ). Look into 1. Recognise few
recommended - Drawing Pens
The Acrylic work of Paul Cezanne, Vincent Van Goh, Max Duplin, artist and the art
to incorporate
- Colour Pens Artist’s bible, Magaret Olley, etc. movement
local fruits or
Scott M
products as the - Charcoal 1. Student to find at least 3 examples of work that have 2. Recognise some
still life set up. Artwise-visual a ‘ still life ‘ theme. Photocopy the work, and write famous “Still Life “
- Colour Pencils
arts 7-10, information about each to accompany the picture artist.
Duration: Class - Water Colour Isreal G., Pg ( teachers may supply worksheets ).
contacts 4-7 64-75 3. Appreciate the
- Arcylic Paint 2. Students to comment on their final work ( i.e. did a local culture and
hours for
A-Z of Art, particular artist or movement influence their design product.
research, 4-7 - Poster Paint Craft & or style? ).
hours for ideas
- Painting Design- 4. Evaluate, discuss
and media Art ideas, Art Skills and Processes:
Resources and write about
testing, 4-7 - Brushes Book For 1. Student to plan a still life composition, experimenting their own art work.
hours for final
Teachers, with different formats. 5. Identify space and
studio piece
Brown.Ian, Pg good composition
Optional: 2. Student to produce a series of contour drawing of a
142-218
Students will be range of different media.
- Lamps 6. Sketch and draw in
expected to
3. Student to produce a verity of observed drawings a range of different
work outside - Fabrics that shows: line, texture, pattern, form, volume, media.
class time (i.e.
work as home - Boxes space, shadow, scale. 7. Paint using
assignment ) - Easels 4. Student to draw the objects from different angles / different media.
viewpoint. 8. recognize their
5. Student to draw the objects from different best capability
techniques using a wide range of media ( e.g. using among the media
white chalk on black paper to express the quality of tested
light on the forms ). Outcome Statements:
6. Having explored a range of media techniques and 1. Produce inquiry
subject matter, student is to choose those he/she and studio work
YEAR 9 TERM 1
have had the most success with and enjoyed, and communicating
develop a studio piece that further develops their original ideas.
drawing ability
2. Interpret the ideas
of others, values
arts
3. Develops and
explores art ideas
through problem
solving

MEDIA OBJECTIVES /
ASSESSMENT

YEAR 9 TERM 1
Screen Printing Wooden Frame The Students should
In this unit students are encouraged to come up with their
be able to:
Cloth own fabric design, using a specific design, using a specific
motif, an interesting arrangement and a pleasing colour
Organdie
scheme. Students will required to take the following points 1. The student will be
Photo emulsion for consideration creative, experiment
and choose when
Fabric Dye 1. The source of their design: include photographs or solving practical
Paper Roll Gum sketches of what inspired their design, as well as problems with variety
sketches that illustrate how they modified their of media and
Staples Gun design techniques.
Squeeze 2. The colour schemes: photographs or paint the
different colour schemes that they tried out 2. The demonstration
Blanket of knowledge and
3. A step-by-step record of the process used in the
Hair Dryer printing and understanding both
Painting of the fabric. Show in the form of visually and verbally of
Spot Light relevant terminology
photographs or
100W
Sketches.
Black sugar 4. Show through the slide show how to manipulate and 3. Processes in
paper develop ideas completing Design
5. Explain to students on how to: Problem
Transparency
1. Stretching the mesh
Film 2. Masking the screen 4. The student will
3. Transferring the design onto the screen start to develop an
Spoon increasing awareness
4. Registration of the fabric
Agent 5. Marking the frame of the environment
6. Printing the fabric
6. Tasks : Banner 5. The student will
Poster begin to develop
Book cover knowledge of and
T shirt understanding of the
application of the
In Menengah lima the students will have the elements and the
opportunity to create an individual project, based on principles of design.
the examination outline in a set timeframe (PAPER 6
BCGCE “O” LEVEL).

YEAR 9 TERM 1
UNIT / TOPICS TOOLS / MEDIA RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNING
OBJECTIVES /
ASSESSMENT
Book,
Sculpture and Papier mache, Introduction to sculpture and installation Art. The history, The students should be
magazines,
installation different grades form, purpose, meaning and medium. able to:
DVDs and the
of wires and wire
internet.
The area of mesh. White Visual presentation, handouts on the local and well known
study in cement, plaster. international sculptures from the old to the present day. 1. prepare a proposal,
Sculpture PVA glue. discussing their action
provides Non art media eg. Stage 1. plans for investigating a
students with a found objects etc. Target area in sculpture.
range of skills Clay, assorted Translating and analysing a given basic 2D drawing of an
and techniques paper etc object or a figure to a 3D form using appropriate media. 2. show some
as they pursue (getting to know the media) investigation and
Bending, cutting
individual manipulation of the
and carving tools.
expression in Stage 2. Sculpture Processes
sculpture. These items will Imitating and documenting on a chosen piece of work done
Exposure to vary depending by a famous sculpture. 3. Successfully carry out
traditional and on the intention the action plans to
contemporary of the students Stage 3. create a complete
philosophies, plan in Making a proposal and developing individual project, based sculpture.
class critiques, developing their on the chosen subject and theme.
and discussions own individual Refer to inset notes:
helps students sculpture. Stage 4. SAMPLE OF
formulate an Extending project 3 to more possible outcomes. More COMPLETED PROJECT
A sketch book or
artistic manipulation and exaggeration through further research. 1 AND 2
visual diary (for
direction.
personal
In beginning In Menengah lima the students will have the
observation,
students will opportunity to create an individual project, based on
recording,
explore the examination outline in a set timeframe
scribbling,
theories, ( PAPER 6 BCGCE “O” LEVEL).
sketches images,
contexts and
descriptions on
methods of
the subject
object making
matter, related
and are
ideas and
encouraged to
development) is a
experiment
YEAR 9 TERM 1
through
must.
problem solving
studio
assignments.
Following basic
course work,
students are

TOPICS OBJECTIVES /
ASSESSMENT

YEAR 9 TERM 1
expected to Pencil Referance ANCIENT HISTORY At the end of the
develop a Clay Ceramic art has an extensive prehistoric development in the lesson, hopefully
critical and kiln *The pottery Chinese, Cretan, Greek, Roman, Persian, Mayan, and the student;
theoretical Wire handbook of numerous others cultures. The origin of the word is the
analysis Wood clay, glaze ancient Greek koromikos, from keramos, meaning “potter’s Know that
appropriate to Modeling and clay” (http://en.wikipedia.org/wiki/pottery) the nature material
their own tools colour,C,tinlin also can use as a home
processes and g & Co.Ltd, The identification of a specific pottery pieces as a “work of decoration.
activities Liverpool, art” is not always clear. Ceramic art usually, but not always,
London and was intended by the maker as art. It may have a signature, the material from
Prescot. designer name or brand name stamp on the bottom. nature also have
Ceramic articles were prepared by shaping the clay body, potential in
*The Practical a clay rich mixture of various mineral, into the desired commercial value.
POTTERY shapes before being subjected to high temperatures in a
POTTERY BOOK, kiln. However ceramics now refers to a very diverse group Can
and Blandford of materials which, while all are fire to high temperature, Enrich their knowledge
CERAMIC Press. London may not have been shaped from material containing any in craft.
clay. (*http://en.wikipedia.org/wiki/pottery)
*POTTERY, be able;
Periods Pan Books SUGESTED ACTIVITIES
schedule Ltd. LONDON 1. Wedging To apply various
9 weeks a) The first approach called ‘cut and slam’ method -Cut the technique for
*http://en.wiki clay in half, either by posing it against a sledging wire producing a new types
pedia.org/wiki stretched across table top or by holding a wire tout in your and unique potteries.
/pottery hand and push in through the clay. Put one half on table
and other half on top of the first. Cut and slam again and
*Art For continue this procedure until all the air has been driven out
Upper of the clay.
Secondary b) The second approach called ‘kneading’ method- The clay
Part A=APUS is cut and thrown as above but then worked and pressed
Part A with your hands until smooth, much like working bread
dough.
2. Pottery shape and form-Before student going to make

a real pottery, they will make a plan or design a pot on
paper. This is to reconsideration of a pottery growth,
contrast, balance, proportion, rhythm and movement and
combine these with the element of design such as shape,
form, colour, and texture, in order to create an aesthetically
YEAR 9 TERM 1
pleasing design.(APUS Part A pg 112)

TOPICS OBJECTIVES /
YEAR 9 TERM 1
ASSESSMENT
Referance
3. Making of pottery-
*The pottery
handbook of A) Using joining technique between pieces of slap. Two
clay, glaze method how to make a slabs.
and
colour,C,tinlin a) Two guide stick are placed, on a piece of Hessian, as far
g & Co.Ltd, apart as the slab is to be wide. Put a large ball of clay on the
Liverpool, Hessian between the sticks and roll it out with a rolling pin
London and or dowel, resting which ever you use on two piece of wood.
Prescot. This will give you slabs of even thickness.
b.) take a big hunk of prepared clay and on a flat surface.,
*The Practical pound into a rectangle shoe box. Slabs can then be sliced
POTTERY off the squared piece of clay with a wire.
BOOK,
Blandford B) Using joining technique between coils. Two method how
Press. London to get a coils.
a) Even one roll out ball of clay on a freshly dampened
*POTTERY, table, so that they remains moist and does not break. Larger
Pan Books coils can be made by squeezing.
Ltd. LONDON
C) Making Pottery Using Wheel
*http://en.wiki Steps I- Centering and coning the clay- Make a ball-put the
pedia.org/wiki clay at centre of the wheel. Wet the clay by dripping little
/pottery water on it Start the well, work clay up to a cone-shape
form. Push the cone down to ensures that any trapped air is
*Art For removed.
Upper Press both thumbs into middle of clay, push down the centre
Secondary to form a hollow. Open up the clay pushing out with the
Part A=APUS thumbs Pull the wall up by applying pressure on the outside
Part A with the fingers of the right hand until the desired height is
reached. Steps ii- Shaping the cylinder-Keep the left hand
inside and gently push the wall out/up using forefinger of
right hand together to control the shaping. As the top is
reached, puss less with the left hand from the inside to
make the shape wide. Trim the top with a cutting wire to
remove unwanted clay.
YEAR 9 TERM 1
YEAR 9 TERM 1
TOPICS OBJECTIVES /
ASSESSMENT
Steps iii- Collaring-Gently press the neck with the fingers of

left hand. The rim of the pot supported by the other hand.
Shape the neck by gently pushing with fingers of both
hands.
Trim the base of excess clay using wet sponge. After the pot
a bit dry, free the pot using tout cutting wire, pull under the
base, drawing it toward you. Before place it on a bat for
drying, create TEXTURE on a surface body of pottery.
D) Applied the Texture-The soft and plastic nature of clay

makes it suitable for creating textures. With impression and
incised patterns, form the textures on the body of this pot
while it was still wet.
E) Harder Pottery or Ceramic Using KILN

Set a right temperature and time to burned the pottery or
ceramic-refer the guide line book in KILN procedure.
All the activities, task and type of the pottery/ceramic will be
set and discuss among teacher and student
Reminder to student: Always follow the Safety

Precaution refer on APUS Part A pg 120

YEAR 9 TERM 1
MEDIA OBJECTIVES /
ASSESSMENT
Products of Palm leaves Art paper for 1. Discuss with students the definition of weaving Students will be able
Weaving / Secondary part A to:
Rattan 2. Make visit to the local Traditional Handicraft
Knot:: ( Pg 153 )
Centre / Museum or any individual who are well 1. to explore the
Cotton Thread
1. Mat Free arts & Craft recognized and expert in the area of weaving. use of any
Nylon string website resources materials which
2. Basket 3. Explain to students with regard the material
*Craft Site Medic* can be changed
Paper strips or that a suitable to be used
3. Handbag to any useful
news paper WWW.art
4. Show students some different motives of design objects such as
4. Placed Mat craftmarketing.co
Coloured which can be included in the weaving or knot baskets,
m
5. hat buttons such as flowers, animals, insects, free patterns, handbags,
Kingskountry.com. traditional pattern etc. mats, shoes,
6. Macrame Handicraft wire tissue box, hats
The Macrame
including the 5. Teachers may supply “ handout “ as an
Beads for Wholesale war etc.
flower pot examples of weaving and knot for their
making 2. to give
hanger The art of Creative guidance. Ask them to copy and do practical
decorations
Drawing activities from examples. opportunity to
Any suitable Mandales and be creative and
waste materials cultural designs 6. Show students the more advanced techniques skillful in
of weaving or knot work (e.g. using paper making various
strips, cotton cord or nylon string, palm leaves ) types of
ask them to apply this techniques. projects
7. Ask student to cut the paper or cotton cord, 3. to create high
practice the weaving or knot work . quality of
8. Produce the flower pot hanger handicraft
through
weaving
In Menengah lima the students will have the
opportunity to create an individual project, 4. encourage
based on the examination outline in a set students to
timeframe ( PAPER 6 BCGCE “O” LEVEL). become good
designer in the
future.

YEAR 9 TERM 1
OBJECTIVES /
ASSESSMENT
GRAPHIC 2B, 4B and 6B Slide show LOGO The Students should
DESIGN pencils, using power A logo is a graphic corporate image representing a be able to:
cartridge paper point of logo, company or an organization. Some school and
LOGO
Ruler, eraser poster, repeat educational institutions these days prefer and 1. The student will be
Water Colour pattern, distinctive logo to the former emblem. creative,
Brush packaging, Experiment and
Oil pastel maps, logo CHARACTERSTICS OF A GOOD LOGO choose
Crayon that appears Logos create an identity and an image for when Solving
Pen on ( vehicle, organizations, big or small. A logo therefore must practical
Acrylic stationery, t be meaningful and unique. No two logo problems with
Gouache shirt and other representing two different organization can be Variety of
Coloured Paper relevant alike. media and
Geometrical documents or Techniques.
instrument sources ) SIMPLICTY IN DESIGN
Tracing Paper Whether the motif is a letterform or a picture, a 2. The demonstration
Textbook
Computer stylized representation is most desirable. of
called Art is
Camera or any knowledge and
Making,
other relevant LEGIBILITY understanding
Creating and
materials In logo designing, letter are frequently modified to both
Appreciation 1
achieve individuality. When modify letter, ensure visually and
and 2
that they are still identifiable and the word is verbally of
Magazine, legible. relevant
newspaper, terminology
leaflet, RETENTION VALUE
business card, A logo that is easy to remember will be the one 3. Processes in
menu, that is different, simple and impressive. completing
photographs design Problem
etc. COLOUR
A logo does not represent an organization. It 4. The student will
ART for Upper
embodies its philosophy and values. Colour which start to
YEAR 9 TERM 1
play an important symbolic role, must be carefully develop an
Secondary part
chosen. increasing
A and B
awareness of the
environment
5. The student will

begin to
Develop knowledge
of and
Understanding of
the
Application of the
elements
and The principles
of
design.
6. The demonstration
of the
Development of
media, work,
processes,
presentation and
finish
OBJECTIVES /
ASSESSMENT
GRAPHIC TASK ASSESSMENT
DESIGN Design a holiday resort
1. Evidence of the
LOGO
This activity allows student to imagine that they development of
( continue ) are both designer and owner of their own holiday the design
resort. Things they will need to consider are: process from
☻What kind of features do they want to include in preliminary to
YEAR 9 TERM 1
their holiday the final
Resort. product
☻Where will every one stay and where will they eat 2. Originality
☻What games or outdoor activities will be provided 3. Competence
for everyone with media
to do ( examples are water skiing, scuba diving, 4. Ability to
horse riding, aesthetic and
walking, boating, paragliding, mountain climbing functional
and surfing ) problem
☻Where will you resort be located – in the snow? on 5. Ability to
an island? In critically
the mountain? In the tropics? analyze and
☻how will students advertise and promote their discriminate
resort to ensure 6. The completed
That is successful? work will be
assessed using
1. Design the location of the resort and how the the objectives
buildings and outlined in this
other main feature will be organized. Look scheme.
through some Students will
holidays brochures and other resort also evaluate
advertisements to get their own
inspiration for the design. work.
2. Used colured pencils, inks, fineliners or even a
computer to
Draw everything will be included. Draw resort
as it might be
Seen from air ( Pretend that students are
looking at their resort from above from
helicopter. Students can make this part of
their design as realistic as they wish
3. Use their coloured design as a guide to help
them to produce
a labeled map or a flow chart which guest
could use to find
their way around resort. Look at some maps
of city and
country areas to give them ideas of how
professionals

YEAR 9 TERM 1
OBJECTIVES /
ASSESSMENT

YEAR 9 TERM 1
GRAPHIC Communities important information. If possible,
DESIGN also view
similar maps of resorts, shopping centers or
LOGO
business areas
( continue )
They may like to use a coloured key to help
people find items
Easily on the map, include, roads, pathways,
walking tracks,
Building, gardens, eating place, transport and
recreation and
leisure areas. Finelines and colured pencils
could be used for
this tasks.
ADDITIONAL TASKS
1. Design a logo that can be easily recognized as

a symbol of your holiday resort.
2. Design a set of writing paper, envelopes and
business card which display the logo and
other relevant information about the holiday
resort, such as address, telephone no, fax no
and e-mail.
3. Design and make a poster which could be
used to advertise the resort
4. Design a motif which could be used on a T
shirt for resort
5. Design a motif and how logo appears on the
vehicle
6. Design a motif and how logo appears on the
on the resort
( signage )
7. Design a motif and how logo appears of the
container and paper bags for resort
8. Design a repeat pattern for the wrapping
paper to be use in this resort
9. Design a pattern of bed sheets, curtain and
table-cloths to be used in this resort

YEAR 9 TERM 1
OBJECTIVES /
ASSESSMENT

YEAR 9 TERM 1
Drawing and
2B, 4B and 6B The assignment is to produce a colour study based on Students should be
Painting
pencils, cartridge flora and fauna found in the country. able to:
paper
Flora and Students will help then develop knowledge, skills and 1. Exploring and
Ruler, eraser
fauna understanding by: developing
Water Colour
Brush ☻Analyising the work of artist such as Georgeia O’ ideas: Record
Oil pastel Keeffe, Henry Matisse, Claude Monet, Seraphine observations,
Time Scale experiences,
Crayon Louis, Henry Rousseau and others who have worked
10 weeks ideas
Pen on the theme of Flora and fauna.
Acrylic information
☻Developing a series of preparatory and and insight in
Gouache
observational studies based on flora and fauna. visual and
Coloured Paper
Produce a series of drawings of the formal elements. other form,
Geometrical
instrument ☻Developing skills with a verity of media, pastel, appropriate to
Tracing Paper watercolours, gouche, pencils and ink wash etc. intentions.
Computer 2. Investigating
Camera or any and making
other relevant art, craft and
materials, design:
Computer Analyse and
Software, PC, evaluate
printer critically
sources such
as images,
objects
artifacts and
texts, showing
understanding
of purposes,
meanings and
contexts.
3. Evaluating and
developing
work: Develops
ideas through
sustained
investigations
and
YEAR 9 TERM 1
exploration,
selecting and
using material,
processes and
resources,
identifying and
interpreting
relationships
and analyzing
methods and
outcomes.
4. Knowledge and
understanding:
Presents a
personal
coherent and
informed
response,
realizing
intentions and
articulating
and explaining
connections
with the work
of others.
Other learning
Outcome:
ICT – Students will
have the
opportunity to
take a digital

YEAR 9 TERM 1
OBJECTIVES /
ASSESSMENT
Drawing and 2B, 4B and 6B The assignment is to produce a colour study based on Photograph, of
Painting pencils, cartridge flora and fauna found in the country. their chosen
paper flowers. Students
Students will help then develop knowledge, skills and
Flora and Ruler, eraser will then enhance
understanding by:
fauna Water Colour the images using
Brush ☻Analyising the work of artist such as Georgeia O’ computer
Oil pastel Keeffe, Henry Matisse, Claude Monet, Seraphine software such as
Time Scale Crayon Louis, Henry Rousseau and others who have worked Adobe Photoshop.
10 weeks Pen on the theme of Flora and fauna.
Opportunities for
Acrylic
☻Developing a series of preparatory and group work
Gouache
observational studies based on flora and fauna.
Coloured Paper Information
Produce a series of drawings of the formal elements.
Geometrical Processing:
instrument ☻Developing skills with a verity of media, pastel, Finding relevant
Tracing Paper watercolours, gouche, pencils and ink wash etc. information.
Computer
Reasoning: Giving
Camera or any
reasons for
other relevant EXTENSION TASKS:
opinion, making
materials,
Media Project and exploration informed
Computer
1. Mono Print judgments
Software, PC,
printer 2. Stencil Techniques
Enquiry: Asking
3. Collage
questions,
4. Photo Printing planning and
5. Sculpture / modeling research
6. Batik
7. Produce a series of digital images of flowers Creative thinking:
form generating ideas,
8. Produce a poster, for example a poster to be developing ideas,
used in Biology department which analyses applying
plant structure etc. imagination.
Evaluation:
applying
evaluation
criteria, judging

YEAR 9 TERM 1
the value of
information and
ideas
Cross Curricular
Biology, structure
of a flower, petals,
stamen, node
stigma etc.
Cultural / Social/
Moral spiritual
and ethical issues
Students will be
able to develop
knowledge and
understanding of
the role and
achievements of
artist in the past
in contemporary
society. Students
will be able to
reflect on the
cultural context in
which the work
was produced.
And also can
reflect on gender
stereotyping and
social conditions
and conventions
of the time.

YEAR 9 TERM 1
OBJECTIVES /
ASSESSMENT
BATIK - Hotplate Slide show Lesson Description Students should be able
PAINTING using power to:
- Wax In this unit students are encouraged to come up with 1. The student will
point of
their own fabric design, using a specific design, using be creative,
- Tjanting samples of
a specific motif, an interesting arrangement and a experiment and
students work choose when
- Dye pleasing colour scheme. Students will required to
and other solving practical
take the following points for consideration
- Wooden Frame relevant problems with
documents or variety of media and
sources ) techniques
photographs or sketches of what inspired their
Textbook design, as well as sketches that illustrate how 2. The
called Art is they modified their design demonstration of
Making, 2. The colour schemes: photographs or paint the knowledge and
Creating and different colour schemes that they tried out understanding both
Appreciation 1 3. A step-by-step record of the process used in visually and verbally
and 2 the printing and Painting of the fabric. Show in of relevant
terminology
Magazine, the form of photographs or Sketches.
newspaper, 3. Processes in
leaflet, Suggested Activities completing Design
business card, Following the guidelines given in this unit, use the batik Problem
menu, painting method to paint all-over design on apiece of fabric.
Bear in mind the function of your fabric when you design the 4. The student will
motif. start to develop an
increasing
Take notes and make sketches of the entire process. awareness of the
environment
Assemble them into a booklet to be handed in with your
painted fabric. In the booklet you should record the 5. The student will
following: begin to develop
1. sketches in various stages of modification leading to knowledge of and
your final design understanding of
2. the various colour schemes that you experimented the application of
with your design the elements and
3. a sketches of the intended used of the painted fabric the principles of
design.
NOTE:

YEAR 9 TERM 1
In Menengah lima the
students will have the
opportunity to create
an
individual project,
based on the
examination outline in a
set timeframe (PAPER 6
BCGCE “O” LEVEL).

YEAR 9 TERM 1

ART (Yr 9, 10 & 11) - 3 Years

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TERM ONE

LESSON DESCRIPTION/SUGGESTED LEARNING

ORGANIC AND Wet and dry medium Definition of:

ART – SPN 21 SCHEME OF WORK 1

Drawing from different eye levels (multi view

Thematic choice e.g. Found object, organic and

Contrast shapes and colours

Experiment with different colours and techniques

How to set up a composition e.g. linear, vertical

Hidden message or a story behind the chosen

ART – SPN 21 SCHEME OF WORK 2

ORGANIC AND Wet and dry medium SUGGESTED ACTIVITIES

Drawing from different eye levels (multi view

Thematic choice e.g. Found object, organic and

Contrast shapes and colours

Experiment with different colours and techniques

How to set up a composition e.g. linear, vertical

Hidden message or a story behind the chosen

ART – SPN 21 SCHEME OF WORK 3

FIGURE DRAWING Charcoal, In art, a figure drawing generally refers to

Therefore this unit students will be encouraged

NOTE: Use a model whenever possible to

ART – SPN 21 SCHEME OF WORK 4

2. Make some quick sketches of people

NOTE: Use a model whenever possible to

LESSON DESCRIPTION/SUGGESTED LEARNING

ART – SPN 21 SCHEME OF WORK 5

Students are required to record the following

1. The source of their design: include

2. The colour schemes: photographs

3. Process used Show in the form of

4. A photograph of the work display

ART – SPN 21 SCHEME OF WORK 6

ART – SPN 21 SCHEME OF WORK 7

ART – SPN 21 SCHEME OF WORK 8

1. Using a letter or two from any typefaces

LESSON DESCRIPTION/SUGGESTED LEARNING

TYPEFACES 2. The meaning of words is conveyed

ART – SPN 21 SCHEME OF WORK 9

OTHER SUGGESTED ACTIVITIES:

LESSON DESCRIPTION/SUGGESTED LEARNING

ART – SPN 21 SCHEME OF WORK 10

Design your name in the form of Islamic

LESSON DESCRIPTION/SUGGESTED LEARNING

ART – SPN 21 SCHEME OF WORK 12

Teacher will set the topic of the activities

LESSON DESCRIPTION/SUGGESTED LEARNING

ART – SPN 21 SCHEME OF WORK 13

ART – SPN 21 SCHEME OF WORK 14

Art is…….. Roll small coils of clay, then add them to

LESSON DESCRIPTION/SUGGESTED LEARNING

ART – SPN 21 SCHEME OF WORK 16

LESSON DESCRIPTION/SUGGESTED LEARNING

SUGGESTED ACTIVITIES ( CARVING )

LESSON DESCRIPTION/SUGGESTED LEARNING

SUGGESTED ACTIVITIES ( CASTING )

ART – SPN 21 SCHEME OF WORK 19

Cardboards, Art is…….. SUGGESTED ACTIVITIES ( CONSTRUCTION )

Copper Tooling Copper Sheets

ART – SPN 21 SCHEME OF WORK 20

ART – SPN 21 SCHEME OF WORK 22

ART – SPN 21 SCHEME OF WORK 23