Cultural and Creative Arts Manual

OrgLearning Consult Teacher Sensitization
Cultural and Creative Arts Manual
OrgLearning Teacher Training Department
Cultural and Creative Arts
Teacher Sensitization Manual
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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 reasonably short time frames? How do we actually raise the bar and close the achievement gap for all students? 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 the instructional and management skills necessary for a learner centered school system? How can policymakers understand the necessity of implementing policies that support 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 to innovate 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 outstanding teacher. 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? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
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 Style A great teacher is very engaging and holds the attention of students in all discussions. 2. Clear Objectives for Lessons A great teacher establishes clear objectives for each lesson and works to meet those specific objectives during each class. 3. Effective Discipline Skills A great teacher has effective discipline skills and can promote positive behaviors and change in the classroom. 4. Good Classroom Management Skills A 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 Parents A 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 Expectations A 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 Matter This 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 Teaching A 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 Students A 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 What I need to do to improve on
(1-10) ranking 1 An Engaging Personality Teaching Style Clear Objectives for Lessons and
Effective Discipline Skills
Good Skills
Classroom
Management
Good Communication parents High expectations
with
Knowledge of Curriculum and Standards (scheme of work) Knowledge of subject matter
9 10
Passion for children and teacher 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. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 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)? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ How successful have you been in creating a learner-centered classroom and how have you been able to measure learner (student and teacher) achievement? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ __________________________________________________________________ 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? 1. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _____________________________________________________________
2. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _____________________________________________________________
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 Report 2010. 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 kind of 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 teacher is 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. In practical 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 demonstrates the 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 representations in 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 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.
The contents are presented in four major instructional categories:
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, drawings Technique: 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 are supposed 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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Music
LESSON 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. 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. Learning Objectives: At the end of the lesson, students should be able to: 1. 2. 3. 4. 5. 6. Look for relevant poem(s) on a given theme (in this case HIV/AIDS) Read the poem slowly so that it can suggest its own time signature Scan and syllabify the words of the poem correctly Detect and mark where the strong stresses fall Write in the rhythmic pattern that fits the poem Let the words suggest a melody
Lesson Materials: Lesson notes based on the lesson goals Gathered poems of HIV/AIDS Writing 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. 2. 3. 4. 5. 6. 7. Learn Learn Learn Learn Learn Learn Learn how how how how how how how to to to to to to to define staff read lines and spaces of a staff draw a staff draw and name G and F clefs write G and F clefs on the staff name musical alphabets 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. 2. 3. 4. 5. 6. 7. Major musical activities Usefulness of music to the individual Uses of music in daily life Cultural values of music Uses of music in society Musical values of music Educational values of music
Lesson Materials: Lesson notes based on the lesson goals Writing materials Assignments Lesson length This 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. Learning Activities: 1. Involve students in musical activities 2. 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 Learning Objectives: At the end of the lesson, students should be able to: 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 goals CD, DVD, cassette players Listening assignments Lesson length This lesson will last approximately 40 minutes Lesson Content: Guided listening to Nigerian highlife music in terms of its sociocultural and artistic-aesthetic characteristics. Learning Activities: (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. Learning Objectives: At the end of the lesson, students should be able to: 1. 2. 3. 4. 5. 6. Look for relevant poem(s) on a given theme (in this case HIV/AIDS) Read the poem slowly so that it can suggest its own time signature Scan and syllabify the words of the poem correctly Detect and mark where the strong stresses fall Write in the rhythmic pattern that fits the poem Let the words suggest a melody
Lesson Materials: Lesson notes based on the lesson goals Gathered poems of HIV/AIDS Writing 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. 2. 3. 4. 5. 6. Learn Learn Learn Learn Learn Learn to to to to to to look for relevant poem(s) on a given theme (in this case HIV/AIDS) read the poem slowly so that it can suggest its own time signature scan and syllabify the words of the poem correctly detect and mark where the strong stresses fall write in the rhythmic pattern that fits the poem let the words suggest a melody
Evaluation: Source poems on theme of HIV/AIDS Composed melodies for poems based on HIV/AIDS.
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OrgLearning Consult Teacher Sensitization