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EARLY EXTERNAL INFLUENCE; CONTACT WITH THE NORTH – TRANS SAHARAN TRADE
The teacher describes and explains the nature and the use of the trade routes using maps with bold drawing makes of its boundaries.
The students should be able to explain the nature/routes of the trade.
EARLY EXTERNAL INFLUENCE CONTINUED; CONTACT – WITH THE NORTH – TRANS – SAHARAN TRADE
The teacher mention and describes the locations involved in the movement e.g. morocco – taodeni, Timbuktu etc
The students with the map tracing aid mention and identify the various locations.
EXTERNAL INFLUENCES CONTINUED
- The commodities of the trade
Descriptions and stating the nature of the commodities
The students should be able to mention and describe the nature of the commodities.
Samples of the goods are brought to the class for teaching.
EARLY EXTERNAL INFLUENCE CONTINUED;
- The causes and impacts of the trade
The teacher states the cause, advantages and disadvantages of the trade
Chats and maps are used.
The students are made to mention and explain the causes and impact of the trade individually.
EARLY EXTERNAL INFLUENCES; ISLAM IN KANEM BORNU
The teacher traces the introduction of Islam in early days of Kanem Borno
A map before A.D 1800 of the Western Sudan is displayed before the students. The students should be able to spot them out from the map.
EARLY EXTERNAL INFLUENCE CONTINUED ISLAM - IMPACTS.
The description of Islam in North Africa and Saharan as prelude to the coming. How the influence was impactful.
Mai umme and the acceptance of Islam by the kanem court
EARLY EUROPEAN CONTACT WITH COASTAL STATES; IDENTIFICATION OF THE VARIOUS COASTAL STATES.
The teacher through the use of maps indentifies the coastal state and describes them individually
The students should be able to identify the various coastal areas.
EARLY EUROPEAN CONTACT WITH COASTAL AREAS; IMPACTS
The teacher outlines the advantages and disadvantages of the impact of the contact.
The students should be able to outline the various impacts or effects. Picture /maps are used.
TRANS – ATLANTIC SLAVE TRADE ORIGIN AND REASON FOR THE TRADE
The teacher defines the origin of slave trade and the causes. The students should identify what was being sold, how and where it was bought and sold. Human beings maps containing slave trade are provided with wooden carves in museums are brought to the students.
TRADE CONTINUED; FEATURES AND NATURE OF THE TRADE
The teacher states and explains the features and nature of Trans – Atlantic slave trade. The students should be able to state and explain the features and nature of trans- Atlantic slave trade.
TRANS – ATLANTIC SLAVE TRADE CONTINUED IMPACTS
OR EFFECTS OF THE TRADE
The teacher states and explains the advantages and disadvantages of the trade using the old maps containing the features of the Trans-Atlantic slave trade.
Revision & Examination
SS1 FIRST TERM
NIGERIAN CULTURAL ARTS (200BC – 1900AD)
-Characteristic features location and origin of Nok arts (tera cotta) Igbo Ukwu arts of Benin and Ife art.
Discuss on the location, origin and characteristic features of Nigerian art cultures.
Resources – photographs of some features and maps, textbooks and illustration from magazines.
CONTINUATION OF NIGERIAN CULTURAL ART
-Characteristic features, location and origin of esie soap, stone, works, tsode bronze and wood carving of ekpo, ibibios and annangs.
-Discussions on the characteristic features, location and origin. -Production and use of the art works. Participate in class talk.
-Resources- illustration from books and magazines. Students copy notes.
MUSEUMS IN NIGERIA
-Definition of museum,
dates of establishment, locations and history.
Types of museum and their functions.
Preservation and antiguities.
For Historical research.
Define museums, history of museums, and location, types of museum and dates of establishment and preservation.
-Resources- maps o location and photographs, containing illustrations of museums.
Set a mini museum in class with historical articles.
ARTS GALLERIES IN NIGERIA
of art gallery, location, dates of establishment and functions.
- For promotion of artists, and their works.
-Sales of artworks, preservation and entertainment.
Discuss the location of art gallery, establishment and functions.
Discuss how artifacts and artworks of galleries are preserved.
Resources- photographs containing art galleries, pictures of local arts and crafts.
of visual art
Classification of visual arts
- Fine arts; Drawing painting and sculpture.
- Applied art; Graphics, textile, ceramics.
Define visual arts; discuss the components of each class of visual arts and the function.
Resources- works of art that represent each of the classes. Students copy notes.
of visual arts;
-Advert posters, asthetic (painting etc)
-Religious( carved, images, masks) etc
Political (chiefly stools)
-Symbols, and to educate.
Discuss the function of visual arts.
Resources- pictures of art works and house hold materials.
AND JOB OPPORTUNITIES
Professions of visual artists
Graphic designers e.g. video editors, cartoonists, designers for lithographic painting
Industrial designers e.g. textile designer.
Discusses job prospects in visual arts.
Mention some of the products from the profession.
Dramatise the job n visual arts (students participate in drama).
Resources- magazines and newspapers write-ups showing pictures of professionals.
CONTINUATION OF PROFESSIONS AND JOB OPPORTUNITIES
-Photographer, cultural officers, medical illustrators, investigative illustration.
Mention some of the products from these professions.
Resources- magazines and newspaper write ups, showing pictures of professionals.
- The dynamic of basic shapes in every object e.g. cylinder or bottles.
* The basic shapes of natural and man-made objects.
* House hold objects like – bottle, flask etc.
* Objects in surface likeness (texture)
Discuss the dynamic of basic shapes in every object.
Use variety of natural and man-made objects to illustrate the concept.
Students identify shapes which objects could be reduced to.
Resources:- selected household objects like bottle, flask, fruits, sprays etc.
- Practical: Basic shapes in every object
* Draw basic shapes of natural and man-made objects.
*Arrange objects on table.
Students participate in drawing the arrange objects on the table by the teacher.
Resources: Different types of object from natural and man-made.
NUACE OF COLOUR
- Colour mixture on surfaces of objects
* Using colour on an object that seem to have one colour (tint).
The teacher discuss colour mixture and explain one colour (tint).
Students participate using colour.
Resources: Different objects with one colour.
ELEMENTS OF DESIGNED
- Elements – line, texture, colour, size, shapes, value and space.
- Principle – balance, contrast, proportion, variety, aradation and harmony.
Explains all the elements and principle of design.
Uses picture to illustrate the principle of design and when to apply a particular one in Art making.
Resources: work art portraying elements and principle of design.
Students make works applying the principle of design.
SS1 SECOND TERM
1.Concept of lines:
-Type of lines e.g.
vertical, horizontal, wavy, spiral zig-zag etc.
-Qualities of lines e.g. thick, thin, heavy, flexible etc.
-Discuss the nature, types, and qualities of lines.
-Demonstrate various types of line.
-Students use line to construct objects.
RESOURCE:-Different objects e.g. Chairs, pencil and paper
1. Functions of drawing.
-Demonstration and description of shapes e.g. Forms, texture, shapes composition.
-State functions of drawing.
-Leads the class in various exercises involving lines, student observe lines in nature and man-made objects of various shapes.
RESOURCE-Shapes of different object from nature and non man-made.
CONTINUATION OF DRAWING
1. Lines as patterns in nature and man-made objects.
-wood land (trees without leaves)
-lines on animals e.g. Zebra
of animals and veins in leaves
-Power and railway lines, Bridges, Fence and structure of buildings
-Students are directed by teacher outside.
-Guide students to observe lines in nature and man-made object. Draw lines to form pattern focuses on the object.
RESOURCES: Outside objects of man-made and nature pen. (Ball point pen)
1. Various shading techniques.
-Mention the various shading techniques on the board and demonstrates the various shading techniques.
-Student practices the various shading techniques.
RESOURCES: Cardboards, pencil, ball point pen.
STILL LIFE DRAWING
1. Composition of
inanimate objects like bottles, table and chair. Laying emphasis on proportion, textures and shading.
* Lines, qualities direction of shapes and forms and simple perspective.
Explains various inanimate objects using photographs or illustration.
Arrange composition of related objects for students to draw.
Resources – inanimate objects like table and chair, cups and flask, pencils and cardboard.
DRAWING FROM NATURE
- Study of nature e.g. flowers, rocks, fruits vegetables, insects and fish.
Talk about nature and arrange composition of natural objects for students.
Resources: natural objects of different types/kind.
- Drawing of human figure.
Demonstrate the correct methods of observing the human figure, using pencil for measuring. Half closed eyes for focusing and carrying out the human figure as a silhouette. Students make sketches.
Resources: A model posing before the class.
- Outdoor scenery made up of grass, (different sizes and colours) house and hills showing space, composition and perspective showing:-
* Background and middle ground
Discuss and explain with illustrations, what landscape refers to and other scene shown.
Student – observe and draw landscape scenery.
Resources:- Landscape scene outside.
- Compositional scene, e.g. festival, accident scene ceremonial scenes.
Explain imaginative drawing.
Students to recall scene from memory and draw.
Resources:- showing of drawn composition of scenes.
Terminologies in two dimensional art:-
vanishing point, medium chiaroscuro, foreshortening, aerial view, repeat, motif, etc.
Explains the terminologies in 2 dimensional art as stated.
Explain the aspect of 2-D Art the terms belong.
Students listen and discuss the terminologies, copy notes.
Resources:- Different art works of 2 dimension.
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