GRADE 7 SCHEMES OF WORK
VISUAL ARTS ACTIVITIES
Grade 7 Visual curriculum Design
Top Scholar Visual Arts Grade 7 Teachers Guide/Learners Book
NAME OF THE TEACHER SCHOOL YEAR TERM III
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| Week | LSN | strand | Sub-strand | Specific Learning Outcomes | Key Inquiry Question(s) | Learning Experiences | Learning Resources | Assessment Methods | Refl |
| 1 | 1 | INDIGENOUS CRAFTS | Making a mask using papier mache | By the end of the lesson the learner should be able:
Knowledge a. Discuss samples of relief sculptures. Skill b. Prepare papier Mache for making a mask Attitude c. Appreciate own and others sculptural work. |
1. How does one create models using clay?
2. What is papier Mache? 3. Why is an armature important in creating clay models? |
Learner is guided to:
• prepare the pulp with emphasis on; – selection of paper (recycled paper) – shredding – soaking – pounding – addition of adhesive |
Samples of relief sculptures, pictures, samples of mask, assortment of papers, glue, containers, a strong stick for pounding.
TOP scholar Visual Arts P.b pg. 88 |
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| 2 | By the end of the lesson the learner should be able:
Knowledge a. Discuss samples of relief sculptures. Skill b. Prepare papier Mache for making a mask Attitude c. Appreciate own and others sculptural work. |
1. How does one create models using clay?
2. What is papier Mache? Why is an armature important in creating clay models? |
Learner is guided to:
• prepare the pulp with emphasis on; – selection of paper (recycled paper) – shredding – soaking – pounding – addition of adhesive |
Samples of relief sculptures, pictures, samples of mask, assortment of papers, glue, containers, a strong stick for pounding.
TOP scholar Visual Arts P.b pg. 88 |
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| 3 | By the end of the lesson the learner should be able to:
Knowledge a. Discuss samples of relief sculptures. Skill b. Create a mask in low relief using papier Mache. Attitude c. Appreciate own and others sculptural work. |
1. How does one create models using clay?
2. What is papier Mache? Why is an armature important in creating clay models? |
Learner is guided to:
Create a low relief mask with the emphasis on; – balance – drying in a dry, cool and well aerated place – finishing (decorate by painting) |
Samples of relief sculptures, pictures, samples of mask, assortment of papers, glue, containers, a strong stick for pounding
TOP scholar Visual Arts P.b pg. 89-90. |
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| 2 | 1 | By the end of the lesson the learner should be able to:
Knowledge a. Discuss samples of relief sculptures. Skill b. Create a mask in low relief using papier Mache. Attitude c. Appreciate own and others sculptural work. |
1. How does one create models using clay?
2. What is papier Mache? Why is an armature important in creating clay models? |
Learner is guided to:
Create a low relief mask with the emphasis on; – balance – drying in a dry, cool and well aerated place – finishing (decorate by painting) |
Samples of relief sculptures, pictures, samples of mask, assortment of papers, glue, containers, a strong stick for pounding.
TOP scholar Visual Arts P.b pg. 89-90. |
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| 2 | Making an armature for modelling a sculpture in the round | By the end of the lesson the learner should be able to:
Knowledge a. Discuss virtual and actual samples of clay models in the round. Skill b. Create an animal form sculpture in the round using clay. Attitude c. Appreciate own and others sculptural work. |
1. How does one create models using clay?
2. What is armature? 3. Why is an armature important in creating clay models? |
Learner is guided to:
• make a sketch of an animal form and construct an armature with emphasis on; – size – materials (paper and strings) – balance |
Samples of clay models of sculpture in the round , pictures ,assortment of papers, strings.
TOP scholar Visual Arts P.b pg. 90-95. |
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| 3 | By the end of the lesson the learner should be able to:
Knowledge a. Discuss virtual and actual samples of clay models in the round. Skill b. Create an animal form sculpture in the round using clay. Attitude c. Appreciate own and others sculptural work. |
1. How does one create models using clay?
2. What is armature? Why is an armature important in creating clay models? |
Learner is guided to:
• make a sketch of an animal form and construct an armature with emphasis on; – size – materials (paper and strings) – balance |
Samples of clay models of sculpture in the round , pictures ,assortment of papers, strings.
TOP scholar Visual Arts P.b pg. 90-95. |
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| 3 | 1 | Model a sculpture in the round | By the end of the lesson the learner should be able to:
Knowledge a. Discuss virtual and actual samples of clay models in the round. Skill b. Create an animal form sculpture in the round using clay. Attitude c. Appreciate own and others sculptural work. |
1. How is stability achieved in sculpture?
2. Why is an armature important in creating clay models? |
Learner is guided to:
• model a sculpture in the round based on animal forms, using clay with emphasis on: – balance – solids – voids – planes – finishing (texturing) – drying in a dry, cool and well aerated place • display and critique own and others’ work |
Samples of clay models of sculpture in the round, pictures of animals, armature, clay.
TOP scholar Visual Arts P.b pg. 90-95. |
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| 2 | By the end of the lesson the learner should be able to:
Knowledge a. Discuss virtual and actual samples of clay models in the round. Skill b. Create an animal form sculpture in the round using clay. Attitude c. Appreciate own and others sculptural work. |
1. How is stability achieved in sculpture?
2. Why is an armature important in creating clay models? |
Learner is guided to:
• model a sculpture in the round based on animal forms, using clay with emphasis on: – balance – solids – voids – planes – finishing (texturing) – drying in a dry, cool and well aerated place • display and critique own and others’ work |
Samples of clay models of sculpture in the round, pictures of animals, armature, clay
TOP scholar Visual Arts P.b pg. 90-95. |
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| 3 | Designing armlets | By the end of the lesson the learner should be able to:
Knowledge a. Distinguish between ornaments and jewelry from samples. Skill b. Analyze materials and tools used in making wire armlets. Attitude c. Appreciate own and others armlets designs. |
1. What distinguishes jeweler from ornaments?
2. Why is it important to consider the choice of materials and tools when making jewelry? |
The learner is guided to:
• distinguish between ornaments and jewellery from virtual and actual sources with focus on; – function – materials – Tools |
Samples of ornaments and jewelry, pliable wires, pliers, round nose pliers, flat nose pliers, hammers, tin snip, wire cutters, scissors, ICT devices, internet connectivity, papers and pencils.
TOP scholar Visual Arts P.b pg. 96-104 |
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| 4 | 1 | By the end of the lesson the learner should be able to:
Knowledge a. Distinguish between ornaments and jewelry from samples. Skill b. Create an armlet using wires for self-expression. Attitude c. Appreciate own and others armlets designs. |
1. What distinguishes jewelry from ornaments?
2. Why is it important to consider the choice of materials and tools when making jewelry?
|
The learner is guided to:
• distinguish between ornaments and jewellery from virtual and actual sources with focus on; – function – materials – Tools |
Samples of ornaments and jewelry, pliable wires, pliers, round nose pliers, flat nose pliers, hammers, tin snip, wire cutters, scissors, ICT devices, internet connectivity, papers and pencils.
TOP scholar Visual Arts P.b pg. 96-104 |
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| 2 | Making armlets | By the end of the lesson the learner should be able to:
Knowledge a. Name the materials and tools used in making wire armlets. Skill b. Create an armlet using wires for self-expression. Attitude c. Appreciate own and others armlets. |
1. What safety precautions should be observed when handling materials and tools used in making armlets?
2. How can one ensure that the armlets made from wire is safe for use? |
The learner is guided to:
• analyze materials and tools used in making a wire armlet with emphasis on; – suitable wire (pliable) – appropriate tools scissors, tin snips, hammer, pliers-, flat nose pliers, round nose pliers and wire cutters, pencil • design and create an armlet using wires with focus on; – design – size of the armlet – making the armlet – appropriate finishing (filing of the edges) |
Samples of ornaments and jewelry, pliable wires, pliers, round nose pliers, flat nose pliers, hammer, tin snip, wire cutters, scissors, ICT devices, internet connectivity, papers and pencils.
TOP scholar Visual Arts P.b pg. 96-104 |
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| 3 | By the end of the lesson the learner should be able to:
Knowledge a. Name the materials and tools used in making wire armlets. Skill b. Create an armlet using wires for self-expression. Attitude c. Appreciate own and others armlets. |
What safety precautions should be observed when handling materials and tools used in making armlets?
How can one ensure that the armlets made from wire is safe for use? |
The learner is guided to:
• analyze materials and tools used in making a wire armlet with emphasis on; – suitable wire (pliable) – appropriate tools scissors, tin snips, hammer, pliers-, flat nose pliers, round nose pliers and wire cutters, pencil • design and create an armlet using wires with focus on; – design – size of the armlet – making the armlet – appropriate finishing (filing of the edges) |
Samples of ornaments and jewelry, pliable wires, pliers, round nose pliers, flat nose pliers, hammer, tin snip, wire cutters, scissors, ICT devices, internet connectivity, papers and pencils.
TOP scholar Visual Arts P.b pg. 96-104 |
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| 5 | 1 | Designing earrings | By the end of the lesson the learner should be able to:
Knowledge a. describe earrings made using natural materials for inspiration to create own. Skill b. observe samples of earrings. Attitude c. Appreciate own and others erring’s. |
What materials can be used to make earrings?
Why is it important to consider the finish and design while making earrings? |
The learner is guided to:
• study and analyze samples of earrings from virtual or actual sources made using natural materials with focus on; -design -materials used (inedible seeds, wood, horn, shells and animal hide) -finishing techniques |
Samples of erring’s, pliable wires, natural materials for making the earring such as inedible seeds, shells, wood, seed pods, horns and stick, oil paints, brushes,
TOP scholar Visual Arts P.b pg. 105-114 |
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| 2 | By the end of the lesson the learner should be able to:
Knowledge a. describe earrings made using natural materials for inspiration to create own. Skill b. collect materials needed for the making of an earring. Attitude c. Appreciate own and others erring’s. |
What materials can be used to make earrings?
Why is it important to consider the finish and design while making earrings? |
The learner is guided to:
• study and analyze samples of earrings from virtual or actual sources made using natural materials with focus on; -design -materials used (inedible seeds, wood, horn, shells and animal hide) -finishing techniques
|
Samples of erring’s, pliable wires, natural materials for making the earring such as inedible seeds, shells, wood, seed pods, horns and stick, oil paints, brushes,
TOP scholar Visual Arts P.b pg. 105-114 |
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| 3 | Making earring | By the end of the lesson the learner should be able to:
Knowledge a. describe earrings made using natural materials for inspiration to create own. Skill b. Make earrings using natural materials. Attitude c. Appreciate own and others erring’s. |
What safety precautions should be observed when handling materials and tools used in making earrings?
How would one effectively display earrings for self-expression? |
The learner is guided to:
• design and create earrings with emphasis on: – design – preparation of the materials (cleaning, cutting/drilling holes twisting, folding, sanding) – decoration (painting, incising, burning, varnishing, staining) – stringing the materials – finishing (clasps, hooks, stoppers, spacers,) |
Samples of erring’s, pliable wires, natural materials for making the earring such as inedible seeds, shells, wood, seed pods, horns and stick, oil paints, brushes,
TOP scholar Visual Arts P.b pg. 105-114 |
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| 6 | 1 | By the end of the lesson the learner should be able to:
Knowledge a. describe earrings made using natural materials for inspiration to create own. Skill b. Make earrings using natural materials. Attitude c. Appreciate own and others erring’s. |
What safety precautions should be observed when handling materials and tools used in making earrings?
How would one effectively display earrings for self-expression? |
The learner is guided to:
• design and create earrings with emphasis on: – design – preparation of the materials (cleaning, cutting/drilling holes twisting, folding, sanding) – decoration (painting, incising, burning, varnishing, staining) – stringing the materials – finishing (clasps, hooks, stoppers, spacers,) |
Samples of erring’s, pliable wires, natural materials for making the earring such as inedible seeds, shells, wood, seed pods, horns and stick, oil paints, brushes,
TOP scholar Visual Arts P.b pg. 105-114 |
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| 2 | Frame loom | By the end of the lesson the learner should be able to:
Knowledge a. Analyze samples of 2/2 twill weave structure. Skill b. Make a frame loom using mitre joints. Attitude c. Appreciate own and others work. |
What articles can be made using the weaving techniques?
How is a twill weave formed?
Why is a loom necessary for weaving?
|
The learner is guided to:
• analyze virtual or actual 2/2 twill weave samples with focus on: – materials and tools used – weave structure – weaving device (frame loom) • make a frame loom using mitre joints to be used in weaving with emphasis on: – alignment joints – nail spacing – sturdiness of the frame |
Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving
TOP scholar Visual Arts P.b pg. 115-119 |
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| 3 | By the end of the lesson the learner should be able to:
Knowledge a. Analyze samples of 2/2 twill weave structure. Skill b. Make a frame loom using mitre joints. Attitude c. Appreciate own and others work. |
What articles can be made using the weaving techniques?
How is a twill weave formed?
Why is a loom necessary for weaving?
|
The learner is guided to:
• analyze virtual or actual 2/2 twill weave samples with focus on: – materials and tools used – weave structure – weaving device (frame loom) • make a frame loom using mitre joints to be used in weaving with emphasis on: – alignment joints – nail spacing – sturdiness of the frame |
Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving
TOP scholar Visual Arts P.b pg. 115-119 |
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| 7 | 1 | By the end of the lesson the learner should be able to:
Knowledge a. Analyze samples of 2/2 twill weave structure. Skill b. Make a frame loom using mitre joints. Attitude c. Appreciate own and others work. |
What articles can be made using the weaving techniques?
How is a twill weave formed?
Why is a loom necessary for weaving?
|
The learner is guided to:
• analyze virtual or actual 2/2 twill weave samples with focus on: – materials and tools used – weave structure – weaving device (frame loom) • make a frame loom using mitre joints to be used in weaving with emphasis on: – alignment joints – nail spacing – sturdiness of the frame |
Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving
TOP scholar Visual Arts P.b pg. 115-119 |
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| 2 | Preparing weaving materials | By the end of the lesson the learner should be able to:
Knowledge a. State the meaning of a frame loom. Skill b. Prepare recyclable materials for weaving. Attitude c. Appreciate own and others prepared weaving materials. |
How is a frame loom made?
Why should a frame loom be firm and sturdy?
Why are the nails on a frame loom fixed with part of the nails sticking out? |
The learner is guided to:
• select and reuse flexible weaving materials available in the locality, namely; – woolen yarn – Plain coloured cloth |
Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving
TOP scholar Visual Arts P.b pg. 120 |
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| 3 | Weaving using a frame loom | By the end of the lesson the learner should be able to:
Knowledge a. State the meaning of a frame loom. Skill b. Create a scarf in 2/2 twill weave using two colors. Attitude c. Appreciate own and others woven artwork. |
How is a frame loom made?
Why should a frame loom be firm and sturdy?
Why are the nails on a frame loom fixed with part of the nails sticking out? |
The learner is guided to:
• warp the loom in pairs, with emphasis on: – equal tension of warps • weave (2/2) a scarf in two colours on a frame loom, in pairs, taking into account the following weaving defects: – Waisting – Sagging
|
Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving
TOP scholar Visual Arts P.b pg. 122-128 |
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| 8 | 1 | By the end of the lesson the learner should be able to:
Knowledge a. State the meaning of a frame loom. Skill b. Create a scarf in 2/2 twill weave using two colors. Attitude c. Appreciate own and others woven artwork. |
How can you ensure uniform tension of the warp on a frame loom?
How does waisting differ from sagging?
How can you prevent the wasting and sagging defects on a woven item? |
The learner is guided to:
• warp the loom in pairs, with emphasis on: – equal tension of warps • weave (2/2) a scarf in two colours on a frame loom, in pairs, taking into account the following weaving defects: – Waisting – Sagging
|
Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving
TOP scholar Visual Arts P.b pg. 122-128 |
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| 2 | By the end of the lesson the learner should be able to:
Knowledge a. State the meaning of a frame loom. Skill b. Create a scarf in 2/2 twill weave using two colors. Attitude c. Appreciate own and others woven artwork. |
How can you ensure uniform tension of the warp on a frame loom?
How does waisting differ from sagging?
How can you prevent the waisting and sagging defects on a woven item? |
The learner is guided to:
• warp the loom in pairs, with emphasis on: – equal tension of warps • weave (2/2) a scarf in two colours on a frame loom, in pairs, taking into account the following weaving defects: – Waisting – Sagging
|
Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving
TOP scholar Visual Arts P.b pg. 122-128 |
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| 3 | Finishing techniques | By the end of the lesson the learner should be able to:
Knowledge a. describe a 2/2 twill scarf weaved using two colors. Skill b. Apply finishing techniques on the woven scarf. Attitude c. Appreciate own and others woven artworks. |
Why should one finish a woven scarf?
Which techniques can be used to finish a woven scarf? |
The learner is guided to:
• explore and apply finishing techniques on the woven scarf with emphasis on; – knotting – tasseling (trimming /alignment, uniformity, colour alternation) • display and critique own and others’ work. |
Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving
TOP scholar Visual Arts P.b pg. 122-128 |
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| 9 | END YEAR ASSESSMENT/CLOSING | ||||||||
