cultural and creative arts manual

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OrgLearning Consult Teacher Sensitization Cultural and Creative Arts Manual

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Cultural and Creative ArtsTeacher Sensitization Manual

OrgLearning Teacher Training Department


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Foreword

Nationally, the increasing number of Nigerian students performing at below

standards in the core subject areas continues to dominate the national discourse on

education reform. Numerous studies on student academic improvement point to

teacher skill and knowledge base as the most powerful variable in the classroom.

Teacher continuous and targeted professional development is a critical component of

making sure that students are provided the learning opportunity to excel in different

subject area. Having said this, we also understand that moving students towards

significant gains in content achievement involves many things such as a powerful

classroom culture, effective instructional strategies and a deep dedication to

students and the teaching profession.

The essence of this manual is to provide teachers with the thinking tools and

materials to support their quest to meet the learning needs of all students. The

manual supports and addresses the knowledge and process gaps teachers encounter

when dealing with student learning performance expectations. In doing that, we

have presented theory and practice through modeling, teaching strategies, and

reflection activities. Through the activities in this manual, we remind the readers that

effective teaching requires certain personal attributes that can be enhanced through

continuous professional development. We subscribe to Walls et al (2002) conclusion

that, knowing how effective and ineffective teachers behave does not provide a

prescription for shortening or easing the route to proficiency and excellence in

teaching. Therefore, they insist that there must be balance between formal

knowledge of educational practice and the application of concepts of effective

teaching.

It is hoped that all teachers using this manual will improve their content and process

skills.


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Introduction

There is a recent and rapidly growing appetite for figuring out and accomplishing

what education scholars and reformers call whole system reform---how to improve

all schools in a local government, a state, and geopolitical regions of our country.

For a long time, there has been the realization that better education is the key to

societal and global productivity and personal and social well-being. Only recently are

we beginning to see that interest turn into specific questions about how you actually

go about whole system reform (McKinsey Report, 2010).

The questions in the mind of most education advocates and education professionals

are:

What pathways, from what starting points, are we going to get results in reasonablyshort time frames?

How do we actually raise the bar and close the achievement gap for allstudents? How do we actually develop assessments (continuous assessment or formative

assessment) skills that support student learning and not just student ranking?

How do we support classroom teachers and school site administrators to develop theinstructional and management skills necessary for a learner centered school system?

How can policymakers understand the necessity of implementing policies thatsupport the development of our education system?

Teacher professional development is a non-negotiable aspect of whole school reform

and sustainable growth. Therefore teachers and all stakeholders that work within the

school system should be provided with opportunities to improve in both process and

content knowledge. It is remarkable that teachers are constantly expected toinnovate in their practice without the corresponding support from some policymakers

or school managers. This weakness in thinking of teacher professional development

as demonstrated in our current approach to teacher support has impacted upon the

quality of our curriculum design, development, implementation and evaluation

process. Teachers are inundated with new schemes of work without requisite

training. Yet, they are held responsible for effective implementation and student


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content mastery. As colleagues, I understand how discouraging these changes can

be and its effect on teacher efficacy.

However, I will like to speak to the heart of a different type of teacher. One that

understands their assignment as mission field that will require continuous sacrifice

and gratitude. I wish to speak to the teacher that has taken up this huge assignment

with a conviction that the environmental and psychological constraints will no longer

impact their perception of performance for self and every student that they are

responsible for. Please understand that I will be nave or insensitive to say that these

environmental and knowledge gap constraints do not affect teacher motivation and

desire to continue to invest in professional and personal growth. Having said this, I

only want to advocate that you make a decision that this particular teacher

professional development opportunity will add value to your content and

instructional repertoire. I want you to make a decision that regardless of these

issues that abound in our school sites and state, that you will improve as a person

and expect that all students that pass through your class will learn and become

successful.

It all starts with your thinking. What do you think about yourself and your ability to

contribute constructively in the lives of our current and future generation? What

investments have you make intentionally to improve yourself regardless of the

conditions or quality of educators you see around you? Who is your mentor and who

do you remember when you think of a good teacher? I encourage you as you

ponder these questions to make everyday of your professional experience count.

I am confident that you have all it takes to be remembered as an outstandingteacher.

Thank you for thinking through these questions and determining to join hands with

well meaning education reformers to make our children enjoy a remarkable learning

experience in our schools.

Professor Chidiebere Onyia


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2-1 Learning Activity

What paragraph and sentence resonates with your expectations for yourself as a

professional educator. Why?

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Note: What new information did you learn from this discussion?

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Understanding the Qualities of a Great Teacher

A great teacher is one a student remembers and cherishes forever. Teachers have

long-lasting impacts on the lives of their students, and the greatest teachers inspire

students toward greatness. According to teaching.org, to be successful, a great

teacher must have:

1.An Engaging Personality and Teaching StyleA great teacher is very engaging and holds the attention of students in all

discussions.

2. Clear Objectives for LessonsA great teacher establishes clear objectives for each lesson and works to

meet those specific objectives during each class.

3. Effective Discipline SkillsA great teacher has effective discipline skills and can promote positive

behaviors and change in the classroom.

4. Good Classroom Management SkillsA great teacher has good classroom management skills and can ensure good

student behavior, effective study and work habits, and an overall sense of

respect in the classroom.

5. Good Communication with ParentsA great teacher maintains open communication with parents and keeps them

informed of what is going on in the classroom as far as curriculum, discipline,

and other issues. They make themselves available for phone calls, meetings,

and email.

6. High ExpectationsA great teacher has high expectations of their students and encourages

everyone to always work at their best level.

7. Knowledge of Curriculum and Standards (scheme of work)A great teacher has thorough knowledge of the school's curriculum and other


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standards they must uphold in the classroom. They ensure their teaching

meets those standards.

8. Knowledge of Subject MatterThis may seem obvious, but is sometimes overlooked. A great teacher has

incredible knowledge of and enthusiasm for the subject matter they are

teaching. They are prepared to answer questions and keep the material

interesting for the students.

9. Passion for Children and TeachingA great teacher is passionate about teaching and working with children. They

are excited about influencing students' lives and understand the impact they

have.

10.Strong Rapport with StudentsA great teacher develops a strong rapport with students and establishes

trusting relationships.

Which of your teachers will you consider as a great teacher and what specifically did

they do to achieve this great feat?

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Learning Activity 4-1

Review the 10 qualities of an effective teacher and evaluate your teacher

quality:

No Qualities of a great teacher Rank

(1-10)

What I need to do to improve on

ranking

1 An Engaging Personality and

Teaching Style

2 Clear Objectives for Lessons

3 Effective Discipline Skills

4 Good Classroom Management

Skills

5 Good Communication withparents

6 High expectations

7 Knowledge of Curriculum and

Standards (scheme of work)

8 Knowledge of subject matter

9 Passion for children and teacher

10 Strong rapport with students


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Write a summary about your findings about the above activity and identify the

SMART (Specific, Measureable, Attainable, Result-oriented, and Time bound) steps

to ensuring that you become a great teacher.

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Note/Comments

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Curriculum Thinking

Curriculum implementation requires classroom teachers and school managers

to take certain fundamental processes into consideration if they expected increase in

teacher efficacy and student academic performance in the particular subject area. To

that effect, we believe that successful curriculum reform requires an understanding

of the following: the informal value systems at work; the various groups within the

school system and classroom, and the school norms, particularly those with an

interest in the outcome; the pockets of power and the amount of influence to be

expected from each; the various perspectives that exist regarding general education

and the need for reform; and the extent to which trust between various players is

available in sufficient quantities to bring about reform (Mirabella and Balkam,

2011).

Therefore, to fully appreciate the difficulty in rethinking the tradition definition of

curriculum which is described as all the learning of students which is planned by

and directed by the school to attain its educational goals (Taba, 1962. p.11),

education scholars will need to look at the present composition of schools and the

expectation of its products at every level of the learning process. If curriculum is

therefore a plan for learning by all learners in the learning environment, then

curriculum theorist, Schwab (1983) presents a compelling definition for all educators

and policy makers to reflect on when issues around curriculum reform arises. He

defines curriculum as:

what is successfully conveyed to differing degrees to different students, by

committed teachers using appropriate materials and actions, of legitimate

bodies of knowledge, skill, taste, and propensity to act and react, which are

chosen for instruction after serious reflection and communal decisions by

representatives of those involved in the teaching of a specified group of

students who are known to the decision makers (p.240).


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Learning Activity 5-1

Think briefly about your current curriculum knowledge and understanding, how do

you approach curriculum implementation in your classroom (Be specific)?

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How successful have you been in creating a learner-centered classroom and how

have you been able to measure learner (student and teacher) achievement?

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Notes/Comments

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What weaknesses (mention at least 2) hinder your ability to implement your

curriculum and meet the benchmarks for measuring teacher effectiveness?

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Notes:

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References

Dillion, J.T. (2009). The questions of curriculum .Journal of Curriculum Studies.

Vol 41(3) p 343-359.

Mirabellabella, R.M &Balkun, M.A. (2011). Developing a four-year integrated core

curriculum: Advice for avoiding the pitfalls of building consensus for change.

The

Journal of General Education, Vol 60(4) pp215-233

Mourshed, M., Chijioke, C., & Barber, M. (2010). How the Worlds most improved

school systems keep getting better. McKinsy and Company Report2010.

Schwab, J.J. (1983). The practical 4: something for curriculum professors to do.

Curriculum Inquiry,13(3), 239-265.

Taba, H. (1962). Curriculum development: Theory and practice. New York, NY:

Harcourt Brace.

Teacher.org (n.d). Top 10 qualities of a great teacher. Retrieved

fromhttp://teaching.org/resources/top-10-qualities-of-a-great-teacher


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SESSION TWO


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Fine Arts

INTRODUCTION

Culture and Creative Arts education is hampered by lots of factors. Right from the

family level, childrens relationship with art is characterised by discouragement from

parents. Some scold and even whip their children when they see them drawing. On

the other hand, some children perceive themselves as being untalented and hold on

to the erroneous notion that art is for specially gifted persons.

In the face of all these, the task of the Culture and Creative Arts teacher is

enormous. He/she is required to plan his/her lesson in a manner that would make

students appreciate the vast opportunities that art can offer. The teaching method

should be carefully designed, with the target of bringing out the best in children. In

additional to professional competence, the art teacher is expected to display the kindof sociological attribute that favour the teaching and learning of art, given the

peculiarities of the subject.The following for instance are expected of the Arts

teacher.

He/she should create a friendly environment for learning. While the teacheris expected to relate in a friendly manner with the students, the physical

space ought to be organised to suit whatever topic is learnt at a particular

time.

Instructional materials should be appropriately selected and utilised. Inpractical topics such as painting and modelling, the teacher has to show the

students the materials and tools used in the production of the artwork. It

would also be useful to show them at the outset the works produced by

other artists in that area.


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The teacher ought to be part of the art making. He/she should demonstratesthe art production process of each practical lesson, and assist the students

in the various aspects of developing their works.

LESSON PLAN

Subject: Culture and Creative Arts

Topic: Elements and Principles of Art/Design

Class: JS 2

Duration: 70 minutes (double period)

Instructional materials

For effective delivery of the lesson topic, some materials are needed, and the

selection should be carefully made. The teacher has to bear in mind that the target

involves not only to enable students produce some works within the topic area, but

to help them appreciate the wider application, even in the things they see and do

every day, such as the movies they watch. In addition to arrangement for sourcing

of electric power, the materials include the following:

Photographs Paintings Drawings Film on compact disc Laptop Projector Books Crayons Pencils Eraser White cardboard sheet

Behavioural Objectives

By the end of the lesson, the students should be able to:

Mention the elements and principles of art


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Explain how the elements apply in art works and in the visual representationsin the everyday

Outline the principles of art Describe the importance of the principles in art Differentiate between elements and principles of art Create artworks, applying the elements and principle Display in creative manner the finished artworks

Instructional Procedure

The content of the topic is broken down as follows to enable step-by-step

teaching and learning process:

Definition of elements of art Explanation of the elements: line, colour, shape, form texture, tone

(value) and space.

Definition of the principles Explanation of the principles: balance, harmony, variety, proportion and

dominance

Production of artworks (crayon drawing) Exhibition or display of works

The contents are presented in four major instructional categories:

Identification of previous knowledge Exploration: Overall discussion on the elements and principles of art Application: Practical session (production of artworks) Evaluation: Display and analysis of works.

Identification of Previous Knowledge

Teachers Activities

>Tells the students to mention some of the art forms they know.

>Shows them a piece of painting as an example of the art forms they have

mentioned, and asks them to identify the things that make up the artwork.

Students Activities


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>Name some art forms such as painting, sculpture, book cover and layout, TV

advert, and so on.

>Mention the components of the painting shown to them; they include colour, form

and texture.

Mode:Individual responses

Instructional Materials:Piece of painting, photographs, books

Technique:Verbal outline of art forms and their components

Exploration: The Elements and Principles of Art

Teachers Activities

>Sequel to students identification of what make up the painting shown to them,

the teacher mentions the elements of art, namely line, colour, shape, form texture

tone (value) and space.

>Refers to his/her lesson note, explains each of the elementsand asks the students

how they think the elements relate with one another in the artwork shown to them.

>With reference to the lesson note, the teacher outlines and explains the principles

of art which include balance harmony, variety, proportion and dominance.

>Asks students to identify the difference between elements and principles of art.

Students Activities

>Write down the elements of art and discusses how they relate with one another.

>Write down the explanation of principles of art and outline them.

>Discuss the difference between the elements and principles of art.

Mode:Individual

Instructional Materials:Books, drawingsTechnique:Verbal discussion

Application: Practical session (production of artworks)

Teachers Activities

>Shows a short film, asking students to take note of how the elements of art are

applied and how they are governed by the principles.

>Makes a composition of objects in front of student and asks them to draw it with

crayon on white paper, bearing in mind how the elements and principles aresupposed to apply.


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>Assists the students as they do the drawing exercise

Students Activities

>Write down notes on the elements and principles of art identified in the short

movie, highlighting how they relate.

>Draw the objects composed before them.

>Seek the teachers assistance where necessary.

Mode:Individuals and group

Instructional Materials:Film, crayons, paper, pencils

Technique:Drawing exercise

Evaluation: Display and analysis of works

Teachers Activities

>Assists the students to display their drawings alongside the other artworks used so

far as instructional materials in the lesson.

>Asks the students to identify the elements of art that make up each of the works

>Tells them to write out the dominant principles applied in each work and how they

relate with the elements.

>Asks the students to say how important they feel the elements and principles are

in art production

Students Activities

>Display their drawings along with other works of art brought by the teacher.

>Identify the elements that up the works.

>Write down the major principles in the artworks and their relationship with the

elements.

>Discuss the importance of the elements and principles.

Mode:Individuals and group

Instructional Materials:Students drawings, photographs, paintings books

Technique:Mounting of works and discussion.


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MusicLESSON PLAN 1

Class: JSS 1

Subject: Music

General topic: Creating music

Sub-topic: Composing a song on HIV/AIDS

Rationale: Individuals and society need information about current happenings. Musiccan be used to embody and send messages as well as inform people about life

challenges. Song writing is a pleasant pastime in its own right.

Learning Objectives: At the end of the lesson, students should be able to:

1. Look for relevant poem(s) on a given theme (in this case HIV/AIDS)2. Read the poem slowly so that it can suggest its own time signature3. Scan and syllabify the words of the poem correctly4. Detect and mark where the strong stresses fall5. Write in the rhythmic pattern that fits the poem6. Let the words suggest a melody

Lesson Materials:Lesson notes based on the lesson goalsGathered poems of HIV/AIDSWriting materials

Assignments

Lesson length

This lesson will last approximately 40 minutes

Lesson Content: reading poems meaningfully in order to render it musically.

Learning Activities:

1. Learn how to define staff2. Learn how to read lines and spaces of a staff3. Learn how to draw a staff4. Learn how to draw and name G and F clefs5. Learn how to write G and F clefs on the staff6. Learn how to name musical alphabets7. Learn how to locate the positions of musical alphabets on the staff


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Evaluation:

Draw a staff

Write G and F clefs on the staff

Name the musical alphabets

Find the letter names of notes on the staff

Define staff


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LESSON PLAN 11

Class: JSS 1

Subject: Music

General topic: Uses of music

Sub-topic: Writing down music

Rationale: Music has a functional value to human persons and the society. It is very

useful to the individual and serves his/her needs on several occasions and events,

People create and use music for many reasons.

Learning Objectives: At the end of the lesson, students should be able to list the:

1. Major musical activities2. Usefulness of music to the individual3. Uses of music in daily life4. Cultural values of music5. Uses of music in society6. Musical values of music7. Educational values of music

Lesson Materials:Lesson notes based on the lesson goalsWriting materials

Assignments

Lesson lengthThis lesson will last approximately 40 minutes

Lesson Content: Involvement in major musical activities such as composition,

performing, listening, description of musical events; discussion of usefulness of

music to the individual, uses of music in daily life, cultural, social, musical and

educational values of music.


1. Involve students in musical activities2. Identify with the students the usefulness of music to the individual, uses

of music in daily, cultural, social, musical and educational values of music

Evaluation:

Identify 3 major musical activities

What are the uses of music to the individuals?

List the uses of music in culture, society and education?


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LESSON PLAN 111

Class: JSS 1

Subject: Music

General topic: Listening

Sub-topic: Listening to Nigerian popular music: Highlife

Rationale: Music should be studied not only from its socio-cultural but also from its

artistic-aesthetic perspective. Listening affords the individual student the opportunity

to enhance his/her capacity to respond to the expressive qualities of music

irrespective of genres and styles


1. Identify the characteristics of highlife music in terms of(a)Instruments used (African and Western)(b)Language used (native, English, pidgin etc)(c)Singers, instrumentalists and dancers (male or female)(d)Social theme(s) covered

2. Perceive the intrinsic qualities of highlife music in terms of(a)Melody(b)Harmony(c)Combination of instruments(d)Timbre (tone colours)

Lesson Materials:Lesson notes based on the lesson goalsCD, DVD, cassette playersListening assignments

Lesson length


Lesson Content: Guided listening to Nigerian highlife music in terms of its socio-

cultural and artistic-aesthetic characteristics.


(1) Guide students in listening to different aspects of highlife music.

Evaluation:

What are the major instruments used in highlife music?

What are its major social themes?

What languages are used in highlife music?

Hum a popular highlife tune.


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LESSON PLAN IV

Class: JSS 1

Subject: Music

General topic: Creating music

Sub-topic: Composing a song on HIV/AIDS

Rationale: Individuals and society need information about current happenings. Music

can be used to embody and send messages as well as inform people about life

challenges. Song writing is a pleasant pastime in its own right.


1. Look for relevant poem(s) on a given theme (in this case HIV/AIDS)2. Read the poem slowly so that it can suggest its own time signature3. Scan and syllabify the words of the poem correctly4. Detect and mark where the strong stresses fall5. Write in the rhythmic pattern that fits the poem6. Let the words suggest a melody

Lesson Materials:Lesson notes based on the lesson goalsGathered poems of HIV/AIDSWriting materials

Assignments

Lesson length


Lesson Content: reading poems meaningfully in order to render it musically.


1. Learn to look for relevant poem(s) on a given theme (in this case HIV/AIDS)2. Learn to read the poem slowly so that it can suggest its own time signature3. Learn to scan and syllabify the words of the poem correctly4. Learn to detect and mark where the strong stresses fall5. Learn to write in the rhythmic pattern that fits the poem6. Learn to let the words suggest a melody

Evaluation:

Source poems on theme of HIV/AIDS

Composed melodies for poems based on HIV/AIDS.

cultural and creative arts manual

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