MELROSE CULTURAL AND CREATIVE

ARTS

FOR

PRIMARY SCHOOLS

BOOK 4

K Adepegba
O Olaleye
C Omotosho

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CONTENTS
THEME 1: ART AND CRAFT
Topic 1: The Meaning of Arts

Topic 2: Elements of Designs

Topic 3: Principles of Design

Topic 4: Lines and Shapes

Topic 5: Colour

Topic 6: Print Making

Topic 7: Drawing and Shading

Topic 8: Modelling

THEME 2: MUSIC
Topic 9: Introduction to Music

Topic 10: Musical Instruments and Sounds

Topic 11: Musical Instruments and Sounds

THEME 3: DRAMA
Topic 12: Introduction to Drama and Theatre

Topic 13: Dances of the Locality

Topic 14: Basic Body Movements in Dance

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THEME 4: VALUES
Topic 15: Introducing Values in Cultural and Creative Arts

Topic 16: Characteristics of Value in Culture and Creative Arts

Topic 17: Values and Improvisation

Topic 18: Improvisation of Art Materials

Cartoon  character  Delphine  Dolphin  raising  its  hands  saying  (Hurray!  You  are  welcome  to  Primary  4!  Hope  you 
enjoyed  the  lessons  we  learnt  in  Primary  3.  I,  Delphine  Dolphin,  your  friend  am  to  study  with  you  again.  Come 
along with me.)  

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Theme 1: Art and Craft
Topic 1: The Meaning of Arts
Cartoon character Delphine Dolphin pointing to the topic saying (Do you know there are some artefacts in our 
societies? Come along with me to see them.)

Unit 1: The Meaning of Arts

Art is a way of expressing the imagination, thoughts, creativity of the human minds. It is
also the way by which human beings express their creativities and skills to produce
artwork for the purpose of beautification and communication. Drama, mime and visual
arts are branches of arts.

Visual art is an important branch of arts. It is concerned with the expression of ideas,
feelings and experiences in the forms that can be seen. Examples of visual arts are
painting, sculpting, textile, graphic designs and so on.

Unit 2: Origin of Art

Art started with mankind. This is because human beings are artists by nature. Human
beings in the early times used materials available in their environment to make artwork,
for example, stone, iron, bronze and so on.

They used the colours they got from plants, earth to paint their artworks and sometimes,
from animal blood. They made their artworks and painting on the cave walls where they
lived. They also portrayed animals, human beings and plants as motifs.

Draw motifs of cave painting. Use attached as referrer 
and guide only. 

Unit 3: Uses of Art

Arts go beyond expression of imagination or creativity. Arts perform different functions

in the society, such as:

i. A medium of communication.
ii. A means of documenting histories or events.
iii. A form of beautifying or decorating the environment.
iv. A means of showing religious symbol.
v. A springboard of storytelling.
vi. A means of advertisement.

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 vii. Domestic use.
viii. A medium of expressing artist’s idea or message.

Activities

1. Colur the picture inside the box below.

Picture of motifs  

Picture of cave painting 

2. Explain what the artists in the box below are doing.

Picture of artists doing different artworks

Unit 4: Nigerian Artwork

Some popular Nigerian artworks are from Nok, Ife, Benin, Owo, Tsoede, Igbo Ukwu,
Esie cultures and many more.

These Nigerian artworks are artefacts that represent different ethnic groups or cultures
in Nigeria.

Artworks Names   Dates 

Picture of Nok art Nok art  900 BC – 200 AD
Picture of Igbo Ukwu art Igbo Ukwu  9th‐10th Century
Picture of Ife art Ife  12th – 19th Century
Picture of Owo art Owo  15 Century
Picture of Benin art Benin  15th – 19th Century
Picture of Tsoede art Tsoede  16th Century

Activity

Colour the picture inside the box below.

Picture of bronze, wood and terra‐cotta artwork

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 Unit 5: Branches of Art

Arts can be classified into three main branches. They are liberal, visual and performing
arts. Each of the branches performs different actions and they are sub-divided into
different areas:

i. Liberal arts: refers to arts subjects that are offered in schools. They are so called
because they are subjects that do not involve any chemical experiments. They are
subjects that teach students the general cultural knowledge. Such subjects are
History, Literature, Religious Studies and so on.
ii. Visual arts: this is the branch of art that specializes in making or producing artwork
that can be seen or touched. Examples of such are textile design, painting,
sculpting, painting, photographing and so on.
iii. Performing arts: involves carrying out some activities or displaying some actions on
stage with the aim of passing a message across to the society or an audience. The
performance may be in form of dance, drama or singing songs.

The diagram below explains the branches of art:

Art

Liberal Art Visual Art Performing

Art
Literature 

Philosophy 

Sculpture 

Graphics 
Painting 
Languages 

Ceramics 

Drama 
Textile 

Dance 
History 

Music 

Questions
1. Explain in your own word the meaning of arts.
2. Art is used for many purposes. List them:
3. Which artwork is the oldest among the Nigerian artworks?
4. Draw the diagram of the branches of arts.

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 Activities
The teacher should:
1. Show the pupils some artworks and tell them the branch to which they belong.
2. Ask the pupils to draw some of the artworks.
3. Ask them to colour the drawn artworks.
4. Fill in the missing words.
Draw chart of the branches of art. Fill in some areas and leave some areas 
blank so that pupils would be able to complete them 

Topic 2: Elements of Design

Cartoon character Delphine Dolphin raising a sheet of paper and a packet of crayon of different colours saying 
(Guess what we about to learn about now. Yes! Let us study what we need to make designs.)

Unit 1: Elements of Design

Elements of art are the major materials or things that artists use to make designs or
express ideas. They are the building blocks used by the artists to construct or build
their creative works. The elements of design are colour, value, line, texture, shape,
form and space.

i. Colour: an attribute of objects that can be seen when light reflects on an object.
The properties of colour are line, intensity and value.
Colour the boxes below with the colours indicated on them

Red  Yellow  Blue 

ii. Value: It is the element of art that shows usual variations and gradual changes in
the look of other element like colour, line in an artwork or design.
Illustration of value (See the attachment on the manuscript)
iii. Line: It is a steady mark made by a moving point from a particular end to another.
In drawing or design, the movement of line often leads to the success of the work.
Line can be straight, wavy, thick or thin.

Diagram of different types of lines, e.g. straight, wavy, thick or thin   

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iv. Texture: It is the element that shows how the surface of things appears either when
touched or seen. Some textures are smooth, while others are rough. It is an
element that makes an onlooker to have the desire of touching an artwork.
Illustration of different textures likes smooth, rough and so on
v. Shape: It is the form of an object created by the movement of a line from a starting
point towards the same starting point.

Diagram of different types of 

vi. Form: It is when a shape is given the effect of three dimensions. It is the way an
object appears. Shapes are further created made into forms in order to make them
appear or look like real objects.
Picture of the form of a sun, moon, shade and so on
vii. Space: It is the area that is between objects or things. It can be two or three
dimensions.

Activities

Write the names of the elements of design inside the empty boxes.

  Draw ten boxes with drawing showing colour, shape, line, form, and 
texture on five boxes vertically and the remaining five opposite 
blank. 

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Topic 3: Principles of Design
Cartoon character Delphine Dolphin pointing to the topic saying (Now that we have studied the elements of 
designs, shall we master some rules to follow in order to have a good design?)

Unit 1: Meaning of Principle of Design

Principles of design are the rules that guide the usage of the elements of design in arts.
In designing art work, an artist makes use of the elements and follows the principles
guiding the design in order to have a good design. The principles are balance,
emphasis, harmony, variety, graduation, movement rhythm, proportion.

i. Balance: It is the way elements of design are combined to achieve a state of

steadiness.
ii. Emphasis: It is the way the elements are combined to give value to differences
between the elements.
iii. Harmony: It is a way elements are used to give room to the similarities existing
between them.
iv. Variety: It is how to combine the elements to allow for relationship between the
elements.
v. Graduation: It is a way of merging elements to create series of charges that are
gradual and steady.
vi. Movement: It is a way of combining the element to create actions that guide the
eyes of the person looking at it.
vii. Rhythm: It is a way of combining elements to create usual tempo by repeating
the elements.
viii. Proportion: It is a way of combining the elements to the entire artwork.

Draw some elements of design and label them

Draw a boy with thick  Draw a girl with thin
lines   lines  

Make a pattern with  Draw a pawpaw fruit 
wavy lines   with thick lines  

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Questions

1. Mention seven elements of design.

2. Explain three elements of design.

Activities

1. Draw four objects of your choice using different lines.

2. Draw the objects placed before you by your teacher with lines inside the box below.

Topic 4: Lines and Shapes

Cartoon character Delphine Dolphin pointing to the topic saying (Do you know that lines and shapes are important 
elements in drawing and making motif? Come and learn how they are used.)

Unit 1: Meaning and Types of Lines

Line is a steady work made by a moving point from a particular end to another. It is a
long mark that is made on a surface of a book, paper, earth or ground, wall and so on.
Illustration of lines

Types of Lines

i. Wavy Line picture of a wavy line

ii. Thin Line picture of a thin line
iii. Thick Line picture of a thick line
iv. Zigzag Line picture of a zigzag line

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 v. Curve Line picture of a curve line

Unit 2: Meaning and Types of Shapes

A continuous movement of line covering a particular area back to the point where it
starts will form a shape.
Illustration or picture of lines forming triangle,
circle, square and so on

Lines forming shapes

Types of shapes

i. Triangle

ii. Circle

iii. Square

iv. Rectangle

Unit 3: Making of Pattern

Pattern is a continuous repetition of a motif. A motif is a unit of design.

See the manuscript for drawing the illustrations

Draw a leaf  A leaf motif is designed by drawing the shape of the leaf.

Draw a leaf  Draw a leaf  Draw a leaf Draw a leaf Draw a leaf Draw a leaf 

A pattern is designed from repetition of the leaf design or motif

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 Use shapes to draw a motif and form a pattern from it

Draw and colour the shapes inside the boxes below into the spaces provided in front of
them.
i.  

ii.  

iii.  

 
iv.  

v.  

Questions
1. What is line?
2. Mention five types of lines.
3. Use lines to form shapes.
4. Mention three types of shapes.
5. Draw any two types of shapes of your choice.

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Activities
The teacher should:
1. Display objects made from different shapes and ask the pupils to mention their
shapes.
2. Assist the pupils to use shapes to make decorative patterns that can be worn around
the neck or decorate the classroom.
3. Demonstrate how lines and shapes can be used to create patterns. Ask them to do
some for you.

The pupils should:

Look thoroughly at this drawing and draw in the spaces provided 5 types of line and 5
types of shape found in the drawing.

Draw batik design with different types of lines e.g. wavy, thick, 
zig‐zag, etc, and shapes as motifs 

Topic 5: Colour (Nature Study)

Cartoon character Delphine Dolphin pointing to the topic saying (It is colour time! Let us study the uses of colours 
and the materials we can get various colours from.)

Unit 1: Colour in Our Environment

Colour is an important element in drawing. Colours are used to express mood,

represent idea, create meaning and so on. Colours are used for religious symbols.
Colours can be seen everywhere. Everything in our environment has colour. The sky,

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grasses, flowers, houses all have colours. Children love colour red, yellow and pink
because they are attractive.
Colours make artworks more beautiful, look real, attractive and meaningful.

Unit 2: Types of Colours

There are different types of colours. They are:

i. Primary colours: are red, yellow and blue. They are basic colours. They can
produce other colours when they are mixed together, except colour black and
white.
Put the boxes below in the colours indicated on them

      

Red  Blue  Red 

ii. Secondary colours: these are colours that can be produced from the mixture of
two primary colours in equal quantities. They are green, purple and orange.

Colour mixture

When two primary colours are mixed together, they produce one secondary colour

Red + Blue = Purple

Blue + Yellow = Green
Yellow + Red = Orange
Orange
Yellow
Red
Green
Blue

Purple

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 iii. Tertiary Colour: tertiary colours are colours got from the mixture
of two or three primary colours. The colours can be mixed together in different
quantities depending on the choice of the artist. If blue and orange colours are
properly mixed together, they will form brown colour. Also, red, yellow and blue
colours can form brown colour if they are mixed together. So, brown is a tertiary
colour.

Picture showing the colours below:

Blue + Orange= Brown
Red + Yellow + Blue= Brown

Unit 3: Source of Colours from the Locality

Colours can be made from different items and substances. Such items and substances
can be found in our localities. Colours from the locality are from the following sources:

Source of Colour Type of Colour

Earth or red mud White, Red
Roots Red, Yellow
Stem or back of trees Yellow
Leaves Indigo
Wood (Burnt) Charcoal (Black)

Unit 4: Uses of Colours

Colours serve different purposes, some of which are:

i. Colours are for beautification of houses and environment.
ii. Colours are used to attraction people’s attention.
iii. It is used to show mood.

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iv. To represent ideas and concept, for example, red for valentine or danger.
v. To classify objects and groups of things.
vi. To differentiate between two or more related things or people.

Questions

1. Mention two types of colours and give examples of each.

2. Use your water colour to mix colours to give secondary and tertiary colours.
3. a. Mention five sources of colours in the locality.
b. mention the colours that can be generated from the sources mentioned in 3a
above.
4. List five uses of colours.

Activities

1. The teacher should guide the pupils to use local materials form the school
environment or from home to produce natural colours.
2. Guide the pupils to colour the flowers inside the box below using different colours of
crayons.
Draw a cluster of assorted flowers in outline

3. Look at the drawing and paint parts of circles with colours written on them. Paint the
areas left with appropriate secondary colours.

Draw three intersecting circles with yellow, red and 
blue.  Label each of them. 

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Topic 6: Print Making
Cartoon character Delphine Dolphin a leaf and soap saying (You don’t know what I know. Come let us learn how to 
print pattern from objects that can be found in the locality.)

Unit 1: Meaning of Printing

Print making is an art of making a design with the purpose of transferring the design into
another surface by rubbing colour on the design surface and pressing the coloured
surface unto the surface that is intended to be designed.
The artist who is the printmaker can produce many copies of the same design by
pressing or printing the coloured surface over the surfaces of his choice.
the object of the print surface sholud be strong in order to withstand the pressure of
several printing. Surfaces used for making printable designs in print making are wood,
lino, metal and so on. Artists can also improvise surfaces like yam cut, soap and so on.

See the manuscript for the illustration

Illustration of  yam cut  Illustration of soap cut with a 
with a patterned surface  patterned surface 
             Yam cut              Soap cut

Illustration of  yam cut  Illustration of  soap cut with 
with a coloured surface  coloured surface 
Application of colour Application of colour
Illustration of  yam surface  Illustration of  soap surface 
design printed on a surface  design printed on a surface 
of a paper  of a paper 
Yam print Soap print

Leaves and human thumb can used to print pattern on a surface.

Printmaking has the advantage of printing the same design many times and using many
colours.

Questions

1. What are the materials that can be used for printmaking?

2. What are the advantages of printmaking?
3. Explain the process of doing printmaking.

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Activities

The teacher should:

1. Ask the pupils to bring different sizes and shapes of leaves with beautiful veins to
the classroom.
2. Assist them to select the good ones among the leaves.
3. Guide them to add colour to the surface of the leaves with veins.
4. Guide them to print the pattern on the painted surface on their drawing books using
difference colours.
5. Ask them to paint their left thumb and print their painted thumbs inside their drawing
books.
6. Ask them to support other surfaces that can be used for transferring print called
printmaking.
7. Use your right thumb to print twelve times with three different colours in the box
below

Topic 7: Drawing and Shading

Cartoon character Delphine Dolphin shading a drawing of a cup inside a drawing book saying (Shall we draw and 
shade some objects? Pick up your pencil and drawing book.) 

Unit 1: Drawing Materials

Drawing and shading are important aspects of art. Drawing is the activity of making
picture with a pencil, pen, crayon or any other drawing material. Shading is colouring or
darkening a drawing to give it a light effect.

See the manuscript for the illustration 

Draw a well‐shaded drawing of a cup inside a saucer, a big tin and a container 

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 Drawing materials

Some of the materials used for drawing and shading are pencil, pen and ink, crayon,
charcoal, chalk, oil pastel, drawing papers, drawing board, donkey, eraser and so on.

Picture of a pencil  Picture of a pen and ink Picture of a crayon

Picture of a pastel  Picture of some sheets  Picture of a donkey

papers 

Picture of an eraser

Unit 2: Types of Drawing

i. Still life/Man-made objects drawing: still life objects are the objects that rare made by
man and not by God. They are also called lifeless objects. Examples of still life
objects are stove, cup, plates, table, shoes and so on. These objects can be
arranged together and can be drawn. An artist can stop drawing the objects for a
while and come back later to continue drawing them.
ii. Nature drawing: nature objects are the things or objects that are made by God. They
are not by man. So, nature drawing is the activity of drawing things that are made by
God. Examples of nature objects are fruits, flower, human beings, flowers, trees,
mountains, oceans, sky, animals and so on. The nature objects can also be
arranged and drawn.

Picture of nature objects like fruits, flower, human beings, flowers, plants, trees,
mountains, oceans, sky, animals

iii. Landscape drawing: Landscape is drawing of the environment with all its physical
attributes like woods, water, sky, houses, wildlife and so on. This type of drawing
always shows depth by moving closer so that the object will appear bigger and

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 clearer. The farer the objects are, the smaller the objects become or appear. This is
what is called perspective.

Draw a street showing perspective 

Unit 3: Shading

This is the activity of darkening than area of a picture or the whole picture. Shading is
applied to drawing to give it the effect of light and make it look like a real object.
Drawing without shading is incomplete. It will not show any form because of the
absence of light, shade and shadow.

Draw an apple  Draw a shaded apple  See the manuscript for the illustration 

Questions

1. What is drawing?
2. How many types of drawing do we have?
3. Mention them.
4. Mention four materials used for drawing.
5. What is shading?

Activities

The teacher should:

1. Set up still life objects like cap, shoe and bottle in the front of the pupils in the
classroom.
2. Ask them to draw and shade the still life objects inside their drawing books.
3. Draw a shaded drawing and ask the pupils label the drawing using the words: light,
shadow, highlight, mixture and shade.

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Topic 8: Modelling
Cartoon character Delphine Dolphin tearing a sheet of newspaper into pieces saying (Do you know that we can 
make some objects with these pieces of paper? Come and learn how to do it.)

Unit 1: Meaning of Papier Mache

Papier mache is the pieces of paper of soaked and pounded paper glued together to
make objects. For modelling of artwork, artists use clay and other materials to model
artworks. Papier mache is one of the other materials used for modelling an artwork.
Paper mache is a soaked and pounded paper that is mixed with starch to make objects.

Unit 2: Materials for Making Papier Mache

The materials for making papier mache are:

i. Paper
ii. Pestle and mortar
iii. Starch
iv. Mould

The process of making papier mache starts with gathering old newspaper or soft paper.
The pieces of paper are soaked inside water for some hours to allow them become soft.
The soft papers are now pounded in a mortar with a pestle. After pounding, excess
water is drained from the soft paper. Starch is then added to the paper to model the
object of his or her choice and mixed together properly. The artist now uses the paper to
model the object of his or her choice and allows dry and become strong. Paper mache
can also be wrapped round a mould or an existing object, for example, cap, saucer,
plates and so on. Objects that can be produced from papier mache include lizard, cup,
plates, masks and so on.
Draw a picture of a papier mache 

Questions

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 1. What is papier mache?
2. List the materials used in papier mache.
3. What objects can we use papier mache to make?

Activities

The teacher should:

1. Ask the pupils to bring old newspapers or soft papers from home
2. Guide them to cut the papers into pieces, soak and pound the inside a mortar.
3. Guide them to mould or make objects with the papier mache.

The pupils should:

Draw the papier mache object you made and shade inside the box below.

Theme 2: Music
Topic 9: Introduction to Music
Cartoon character Delphine Dolphin carrying a hymn book saying (Come with me to make some music. La, la, la, la, 
la, la, la, la, la.)

Unit 1: Definition of Music

Music is an organized sound that is pleasant to the ears. It is an art of creating and
making sounds with human voice or musical instruments. Sources of musical sounds
are singing, dancing, whistling and playing of musical instruments to produce sweet or
pleasant sounds. Sound is anything that can be heard. When sound is organized and
regular, it is called music but when it is irregular and disorganized, it is called noise.
Therefore, noise is a disorganized sound. Sounds may be produced by clapping of
hands, beating some objects like table, stamping of feet in a regular purse and so on.

Draw a school children  Draw local dancers in different  Draw church choir in their special 

singing on the assembly  cultures singing and dancing  gown singing with someone 
ground  conducting them 

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Topic 10: Musical Instruments and Sounds
Cartoon character Delphine Dolphin pointing to some local musical instruments saying (What are these called? 
Come and learn about their names.)

Unit 1: Definition

Musical instruments are objects or materials that are used to produce musical sounds.
The materials that are available in the environment are used to produce musical
instruments. They are used to produce good sounds in music.

The musical instruments can be divided into five divisions. They are:

i. Idiophones: these are musical instruments that produce sounds from their
bodies. They are common in Africa. Examples of such musical instruments are
gong, rattle, bell, hand piano, clappers, iron and wooden bells, pot drums and
rubbed-metals.
See the manuscript for the illustration

Draw mainly used by  Draw one double faced 
Draw eight faced gong 
Ibo/Cross River  gong 

Draw one double faced  Draw Stick rattle mostly  Draw single gong 

gong  used among Fulani 
(Shaken Idiophone)

Draw Wooden  Draw Split wooden drum  Draw Gourd rattle 

Clappers (struck  of the Igbos Ekwe (struck  (Seker) Yoruba (Shaken 
Idiophone)  Idiophone)  Idiophone) 

ii. Chordophones: These are instruments with vibrating strings, such as fiddles,
lute, lyre, musical bow, zither, goje or goge, molo, kuduma and garaye gurmi.
Chordophones are used as solo instruments. However, they may be
accompanied with singing like recitation of poem or narrative song.
See the manuscript for the illustrations

Draw traditional harp  Draw ‘Gurmi’ string 
(Northern Nigeria)  instrument (Fulani)
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  Draw a Hausa Molo Draw a Gwari Kaburu
iii. Aerophones: These are musical instruments that produce sounds when air is
blown into them. They are made from materials such as bamboo, husk of cane,
the stalks of millet or the tip of a horn or gourd. Aerophones musical instruments
are flute, kakaki, tioko, algatia and oja. These instruments have air column in
which the air or wind is blown through a mouth piece or reed.

Draw Upe (gourd  Draw Efsu brass trumpet
Draw Kakaki (Hausa/Yoruba)
trumpet) from Ondo 
Draw an Angas (Platean) 
(flutist)

iv. Membranophones: are musical instruments that produce sounds through

membranes (animal skin) with which they are made. They include drums of
different sizes dundun, akuba, bata, bembe, iya-ilu, kerikeri, gudugudu, ka lagu,
omele-ako and omele-abo.

Drums are usually carved out of solid logs of wood. They may also be made out of
strips of wood bund together with iron hoops.

Draw bembe  Draw single headed drums  Draw gudugudu or omele dundun 

Draw batakoto  Draw hour glass (Gangan) 

Activities

Draw and colour any instrument of your choice inside the box below.

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Topic 11: Musical Instruments and Sounds (Foreign Instruments)
Cartoon character Delphine Dolphin playing a violin saying (Can you tell me the names of some local musical 
instruments? Now, let us learn about the foreign ones.)

Unit 1: Foreign Musical Instruments

Foreign musical instruments are the objects that foreigners used to produce musical
sounds. Foreign musical instruments can be classified into four areas, namely: wood
wind, brass, percussion and strings.

i. Woodwind: These instruments are made of wooden materials and that is why
they are called woodwind instruments. The woodwind instruments of the modern
orchestra consist of the following instruments: flute, oboe, clarinet, bassoon,
piccolo, cor anglais and bass clarinet. Woodwind instruments produce sound
when air is blown into it.
Diagram of school, children, (i) one 
playing flute (ii) another playing 
clarinet 

ii. Brass Instruments: They are made of brass, silver or metals.

Brass instruments are trumpet, cornet, trombone, French-horn, baritone, tuba,
euphorium, English-horn. Brass Instruments are played by blowing wind into
them to produce sound.

Diagram of a European playing  Diagram of an English man 
trumpet  playing tuba 

iii. Percussion instruments: they are instruments that produce sound when
struck or shaken. They produce very loud sound and they are for special effects.
Percussion instruments are triangle, base drum, snare drum, cymbals,
xylophone, tambourine, woodblock, celesta, glockespiel, xylophone, maracas,
claves, bongos, timbals and tom-tom and temple blocks.

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 Diagram of Kettle Drum Diagram of a triangle 
drum 

Diagram of bells  Diagram of cymbals 
instrument  instrument 

iv. Strings: Strings instruments are those which sound when a bow (stick
attached with hair) is drawn across the string causing the string to vibrate. They
are the backbone and the foundations of orchestra. They consist of violin, viola,
violon cello and double bass. The instruments are bowed and each has four
strings tuned a fifth apart (except the double bass, which is tuned a fourths).

Diagram of violin with 
Diagram of  violin with  Diagram of viola with 
the bow aside 
the  bow aside  the bow aside 

Diagram of violoncello  Diagram of double bass 
being played by the  instrument 
player 

Questions

1. Mention the classifications of musical instruments.

2. Define local instruments.
3. Mention the types of foreign musical instruments.
4. Mention some local materials that can be used to make musical instruments.
5. Draw the following musical instruments:
a. Rattle
b. Talking
c. Drum
d. Triangle
e. Violin

Activities

The teacher should:

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 1. Show the pupils some musical instruments and guide the pupils to play the
instruments to accompany the following songs:

Let’s go march-ing, march-ing, march-ing

i. Let’s go march-ing, on the field

2. Guide the pupils to use local instruments to some local musical instruments.

Theme 3: Drama
Topic 12: Introduction to Theatre and Drama
Cartoon character Delphine Dolphin pointing to the topic saying (Drama and theatre talk about our societies. Let us 
study how.)

Unit 1: Definition of Theatre

Theatre is the play or drama that is acted on stage for people or audience. The people
that act or perform a drama on a stage are called actors and actresses. A male person
that acts a play is called an actor, while a female person that acts a play is called an
actress. The people that come to a place to watch drama are called audience.
Masquerade festival (Egungun), storytelling are examples of a theatre.

Unit 2: Definition of Drama

Drama is a play that is written which is meant to be read or acted on stage. The people
that perform that carry out the activities, events or play roles in the text are called
characters. The people who read or watch the drama text are also called audience.
Examples of drama are Lion and the Jewel by Wole Soyinka, Morountodun by Femi
Osofisan and Macbeth by Williams Shakespeare.

Differences between drama and theatre

i. Drama can simply be read as text. Theatre is a performance on stage. Theatre is

acted out in the presence of an audience.

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ii. The communication in drama is between the playwright and the reader. In theatre, it
is between the playwright, actors, actresses and the audience.
iii. The performers in drama are known as characters, but they are referred to as actors
in theatre.
iv. Actors are the male performers or players in theatre.
v. Actresses are the female performers or players in theatre.
vi. Audience is the people who watch the actions or performances of actors and
actresses.

Questions

1. What is drama?
2. What is theatre?
3. Who is an actor?
4. Who is an actress?
5. What is an audience?
6. a. Mention two examples of theatre.
b.Mention three examples of drama.
7. Give three differences between a drama and theatre.

Activity

Colour the drawing below

Draw a man acting on the stage in 
outline 

Topic 13: Dance of the Locality

Cartoon character Delphine Dolphin wearing a local attire performing acrobatic display saying (Shall we learn 
about the different types of dances in our localities.)

Unit 1: Definition of Dance

Dance is the movement of the body in a rhythmical way to music to express an emotion,
feeling or idea.

Dances can be performed in different occasions and festivals. Ceremonial dances are
performed at festivals, occasions like marriage, naming, coronation and so on. In most

28 
 
cases, ceremonial dances are traditional dances that originated from the people’s
cultures. They are passed down from one generation to another. Examples are the
atilogwu dance from Eastern part of Nigeria, Obitun dance from Ondo State, Koroso
dance from Kaduna State.

Social dances are performed to entertain the audience. Such types of dance take place
in ballrooms, parties and other social gatherings, for example, hip hop, makossa and so
on.

Unit 2: Characteristics of Different Dances

Ceremonial dance is performed during ceremonial occasions like wedding, coronation

and so on. Ceremonial dance is educative. It can be used to teach the young
generations about the culture, tradition, dressing, food and life style of the society.
Ceremonial dance is informative. It can be used to tell the world about peoples’ culture
or ways of life. People engage in social dance in order to ease tension. Social dance is
performed for entertainment, excite and amuse people.

Picture of social dancers 

Picture of ceremonial dancers 

Questions

1. What is dance?
2. Mention different types of dance that you know.
3. Mention different local dancers that you know.
4. What is the name of the local dance performed in your locality?

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 Topic 14: Basic Body Movements in Dance
Cartoon character Delphine Dolphin pointing to the topic saying (Now that we have learnt about the local dances. 
Shall we consider the components of body movements in dance?)

Unit 1: Components of Body Movements in Dance

The components of body movements in dance are:
i. Space
ii. Time
iii. Force
i. Space is the physical area where dancing activities or performances take place.
Picture of people dancing a social dance showing space
ii. Force is the amount of energy used or exerted in the process of dance movement. It
could be little or much depending on how rigorous or difficult the dance movement
is.
Picture of people dancing a ceremonial dance showing force
iii. Time is the amount of speed rhythm made when dancing activities are done. It is the
underline beat that animates movements in space. Each dance movement is
dictated or guided by beat. The beat separates one movement from the other.
Picture of people dancing both ceremonial and social dances showing speed/time

Questions

1. What are the components of dance? List them.

2. Describe and demonstrate them.

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Theme 4: Values
Topic 15: Introducing Values in Cultural and Creative Arts
Cartoon character Delphine Dolphin pointing to the topic saying (Do you know what value means? Let us learn 
about it.)

Unit 1: Meaning of Value

Value can be described as the satisfactory and acceptable way of life in a particular
society. It means a good behaviour that is practiced by a group of people in a society.
Value is the belief of a group of people. It reflects in both the people’s language, arts
and other ways of life.

Unit 2: Importance of Value in Art and Craft and Music in the Society

Arts and crafts are useful tools for preserving the culture, arts and way of life of a
society. It is also used to inform other societies about the culture practiced in a
particular society. Also, music is a means of passing or handling the beliefs, ways of life,
language, dancing steps of a community from one generation to another, so, arts and
crafts, music are important tools for documenting, preserving and promoting the culture
of a society. Since the culture of people cannot be separated from the people, it is not
possible to remove the value and belief of a people from their culture.

Certain values are therefore placed on the art of people. The value determines how
such art and craft and music are practiced in the society and how they are put to
use.

Value helps art and craft and music in the following ways:

i. It sets standard about how art is to be practiced.

ii. It guides the practice of art by setting rules.
iii. It shows how knowledge in art and craft, and music is to be transferred from one
generation to other.

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 iv. It helps to provide solution to problems about the practice of art and craft and
music.
v. It helps art and craft and music to embrace new inventions in the practice, such
as improvisation and recycling.

Unit 2: Methods of Inculcating Values

The practice of art and craft and music is changing daily, yet, there is need to make
sure that we inculcate values in order to sustain the culture. The following can be done
to inculcate values:
i. Encourage talented young people to show interest in art and craft and music through
apprenticeship.
ii. Promote the practice and use of art and craft.
iii. Reward artistic skills

Questions

1. Explain value in your own words.

2. Mention four importance of value.
3. Mention three ways by which value can be inculcated.

Activities

Design a poster with the caption ‘Hard work pays’ inside the box below.

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Topic 16: Characteristics of Value in Culture and Creative Arts
Cartoon character Delphine Dolphin pointing to the topic saying (Now that you have learnt about value, let us see 
the values that are needed in creative works.)

Unit 1: Values Needed in Arts and Creative Work

When values are inculcated in culture and creative art, the following are developed.

i. Creativity - helps art and artist to be innovative.

ii. Hard working - helps artists to be industrious.
iii. Honesty - helps artist to show sincerity.
iv. Passion - help artist to be accurate.

Unit 2: Why Values are needed in Creative Work

Values are needed to help sustain the practice of arts and crafts in order to bring
economic gains and to preserve the art culture.

Questions

1. What is value?
2. How can value be inculcated?
3. What are the things that can help sustain value?

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Topic 17: Value and Improvisation
Cartoon character Delphine Dolphin holding a chewed stick and feather saying (When there no real materials for 
you to use, what do you do? Let us learn about art materials and their alternatives.)

Unit 1: Meaning of Improvisation

Improvisation is the process of making use of the available materials or items when the
original or real materials are not available. Improvised materials can be found in our
surroundings or localities. There are times when artists find themselves in need of some
tools or materials that are not available. To be able to work, such artist improvises by
making use of available items or materials to do the work.

Unit 2: Art Materials and their Improvised Items

Materials              Improved items 

Brush  Chewing stick, sponge tied to a stick, 
grass, raffia, foam. 
Draw brushes types 
Draw some of the improved brushes 
above 

Pen  Stick with flattened, feather 

Draw pens set  Draw as indicated 

Canvass  Printed cloth with emulsion and glue 

Draw pens set  Draw as indicated above 

Colour  Ped mud, colours from earth, root 
leaves and bark of a tree 
Draw bottles of colour 
Draw as indicated above  34 
 
Topic 18: Improvisation of Art Materials
Cartoon character Delphine Dolphin pointing to the topic saying (Here we are again. Let us learn more about 
improvising arts materials.)

Unit 1: Materials and Alternatives

The following are the materials and their alternatives:

Colour Leaves, red mud, roots, stems of trees

Lettering pen Flate edge stick
Brush Soft wood with raffia, grass

Unit 2: Similarities and Characteristics of Materials and Improvisation

Similarities

Both the materials and the improvised ones are similar in the following ways:
i. Both can be used for the same purposes.
ii. Both are reckoned with as materials for making artwork.

Differences

i. Improvised materials are cheaper than the real or original materials.

ii. Improvised materials can be easily found in the environment while the original
or actual objects cannot. They are mostly bought.

Characteristics of materials and the improvised ones

Materials Improvised ones

35 
 
a. Strong and durable
b. Costly
c. Available at the art
shop
d. For permanent use
Not too strong and have a short life span
Cheap
Available in the locality or environment
For temporary use

Questions

1. What is improvisation?
2. Mention four arts materials and their improvised ones.
3. Mention four characteristics of actual materials and their alternatives.
4. Mention two similarities between actual materials and the improvised
materials.
5. Mention two differences between the real materials and improvised materials.

Activities

The teacher should:

1. Help the pupils to make the following improvised materials:

i. Brush
ii. Pen
iii. Colour
2. Lead a discussion moment with the pupil on the differences and similarities
between actual materials and their improvised ones.

The pupils should:

Use improvised materials to make an artwork.

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