Lesson Notes By Weeks and Term v3 - Primary 1
Drawing of different craft items
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Drawing of different craft items
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Subject: Cultural and Creative Arts
Class: Primary 1
Term: 1st Term
Week: 4
Theme: Arts And Craft
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Watch on YouTubePupils should beable to: identify different craft items. draw different craft items
Definition of Craft Items: Craft items are useful or decorative objects made by hand, often using simple tools and local materials. They reflect the culture, traditions, and skills of the people who make them. In Nigeria, many craft items serve practical purposes in homes and daily life, while others are purely decorative or ceremonial.
Characteristics of Craft Items: Handmade: Primarily created by human hands, not mass-produced by machines.
Local Materials: Often made from materials readily available in the local environment, such as clay, wood, raffia, palm fronds, calabash gourds, beads, or fabrics.
Cultural Significance: Many craft items carry cultural meanings, designs, or serve specific traditional functions.
Utility or Decoration: They can be used for everyday tasks (e.g., cooking, storage, sleeping) or for beautifying spaces. Examples of Nigerian Craft Items and Their Materials: Pot (Clay Pot): Material: Clay (earth/mud).
Uses: Cooking, storing water, planting flowers.
Appearance: Typically round or oval with a wide mouth, often brownish-red or black. Some have handles or decorative patterns.
Basket: Material: Raffia, cane, bamboo, palm fronds.
Uses: Carrying items, storage (fruits, vegetables, clothing), decoration.
Appearance: Woven, comes in various shapes (round, square, oval) and sizes, sometimes with handles.
Mat: Material: Raffia, palm fronds, grass.
Uses: Sleeping, sitting, drying farm produce, decoration.
Appearance: Flat, woven, usually rectangular, can be plain or patterned.
Calabash (Gourd): Material: Dried gourd fruit.
Uses: Bowls for food, drinking cups, musical instruments, decoration.
Appearance: Naturally spherical or oval, often cut and sometimes intricately carved or decorated with patterns.
Carved Wooden Stool/Figures: Material: Wood.
Uses: Sitting, decorative art, traditional rituals.
Appearance: Varies greatly, often showcasing detailed carvings. Basic Drawing Techniques for Primary 1 Learners: Observation: Encourage students to look closely at the shape, lines, and textures of the craft item.
Basic Shapes: Start with fundamental geometric shapes (circle, oval, rectangle, square) as the foundation for the craft item.
Example:* A pot can start with an oval or circle for the body, then a smaller circle for the mouth. A mat can start with a rectangle.
Outlining: Use light pencil strokes to draw the main outline of the item.
Adding Details: Once the basic shape is clear, add simple details like handles, patterns, or weaving lines.
Colouring: Apply colours carefully within the outlines to make the drawing vibrant and realistic. Encourage the use of colours similar to the actual craft item. Worked
Example: Drawing a Simple Clay Pot Step 1: Start with a basic shape. Draw a large oval or a slightly flattened circle for the main body of the pot. This forms the base. ``` / \ | | \-----/ ``` Step 2: Add the neck and mouth. Above the main body, draw a smaller, narrower oval or circle for the opening (mouth) of the pot. Connect the edges of this smaller shape to the main body with two curved lines, forming the neck. ``` / \ | | \ / / \ | | \-----/ ``` Step 3: Refine the shape and add details. Smooth out any rough lines. Optionally, add a simple rim around the mouth of the pot or some basic decorative lines on its body. ``` ___ / \ | | |-----| <-- Rim/Mouth detail / \ | | <-- Main body with optional lines \-------/ ``` Step 4: Erase construction lines and prepare for colouring. Carefully erase any initial guide lines that are no longer needed. The pot is now ready for colouring. Typical colours for clay pots are brown, reddish-brown, or sometimes black.
Teacher Activities: Introduction and Brainstorming (10 minutes): The teacher presents real craft items (e.g., a small woven basket, a clay pot, a mat sample, a decorated calabash) or clear pictures/posters of various Nigerian craft items. Initiates a discussion by asking students to identify the items, name them, and state their uses or where they might have seen them (e.g., "What is this? Where do we use it?"). Guides students to understand that these items are usually made by hand by people, often called artisans or craftspeople. Explanation of "Craft Items" and Examples (10 minutes): Explains what a craft item is using simple language (e.g., "things people make with their hands for use or beauty"). Shows more examples, emphasizing those common in Nigerian homes (e.g., "Who has seen a mat at home for sleeping?" "Who drinks water from a pot?"). Ensures students can orally identify at least three different craft items by name. Demonstration of Drawing Techniques (15 minutes): The teacher demonstrates on the chalkboard or a large drawing sheet how to draw a simple craft item, such as a pot or a basket, using the step-by-step method (starting with basic shapes, adding details). Emphasizes holding the pencil correctly and drawing light lines first. Models the process clearly and slowly, explaining each step as it is performed. May demonstrate drawing a second item (e.g., a mat) if time permits, to show variety.
Guided Drawing Practice (15 minutes): Distributes drawing paper and pencils to students. Instructs students to attempt drawing the craft item demonstrated (e.g., a pot) on their paper, following the steps shown. Circulates around the classroom, providing individual guidance, encouragement, and correction of grip or strokes. Encourages students to start with basic shapes.
Introduction to Colouring (5 minutes): Briefly discusses the colours of the actual craft items observed. Instructs students on how to apply colours neatly within the drawn outlines.
Student Activities: Observation and Participation: Students actively observe the craft items or pictures presented by the teacher. They respond to questions, identifying and naming the craft items, and sharing where they have seen them. They listen attentively to the teacher's explanations and demonstrations.
Basic Shape Practice: Students may be asked to practice drawing simple circles, ovals, and rectangles in the air or on rough paper as a warm-up.
Guided Drawing: Students use their pencils and paper to follow the teacher's demonstration, drawing one or two simple craft items (e.g., a pot, a mat). They attempt to start with basic shapes and add simple details. Students seek assistance from the teacher when needed.
Colouring: Students use crayons or coloured pencils to apply colours to their drawn craft items, striving for neatness and appropriate colour choices. These questions directly target the performance objectives, helping students identify and draw craft items with teacher support.
Question 1: Look at the pictures below. Which one is a pot? (Teacher provides two pictures: one of a clay pot, one of a modern plastic jug).
Solution: The picture of the clay pot is the correct answer. The teacher should point to the clay pot picture and ensure students correctly identify it.
Commentary: This activity reinforces the identification of a specific craft item (pot) and distinguishes it from non-craft items.
Question 2: Follow these steps to draw a simple mat. (Teacher projects or draws the steps on the board).
Step-by-step Drawing Instructions: Draw a big rectangle for the main body of the mat. ``` | | | | | | ``` Draw straight lines across the rectangle, from one side to the other, to show the weaving pattern. Make them spaced out. ``` |---------| |---------| |---------| ``` Draw short lines down along the edges of the rectangle to make it look like a woven mat. ``` -|- -|- -|- |--|--|--| |--|--|--| |--|--|--| -|- -|- -|- ``` Solution: Students' drawings should resemble a rectangle with horizontal and vertical lines depicting weaving.
Commentary: This guides students through the process of drawing a common Nigerian craft item using basic geometric shapes and repetitive lines for texture.
Question 3: Now, draw a simple basket. (Teacher projects or draws the steps on the board).
Step-by-step Drawing Instructions: Draw an oval shape for the base of the basket. ``` / \ ``` Draw two curved lines upwards from the ends of the oval base. ``` / \ | | | | ``` Connect the top of the two curved lines with another slightly curved line (like an upside-down 'U' or another oval). ``` / \ | | | | \-----/ ``` Add a handle: Draw a curved line from one top side to the other. ``` _ / \ / \ | | | | \-----/ ``` Draw criss-cross lines inside the basket to show the woven texture. ``` _ / \ /x x x\ |x x x x| |x x x x| \x x x/ ``` Solution: Students' drawings should depict a basket shape, possibly with a handle, and simple weaving patterns.
Commentary: This reinforces drawing skills using ovals and curved lines, introducing the concept of texture through simple patterns.
Differentiation: For Visual Learners: Ensure the use of large, clear pictures or actual craft items for demonstration. Provide visual step-by-step drawing guides.
For Auditory Learners: Clearly explain each step of the drawing process and discuss the craft items in detail, encouraging verbal interaction.
For Kinesthetic Learners: Allow students to touch and feel the textures of real craft items (if available). For drawing, encourage tracing outlines before drawing independently. If available, allow them to mold simple shapes with play-dough or clay before drawing.
Remediation (for struggling learners): Simplified Drawing Tasks: Focus on drawing only one very simple craft item (e.g., just a round pot or a rectangular mat). Provide pre-drawn dotted outlines for students to trace over.
Individualised Support: Offer one-on-one guidance during the drawing activity, gently guiding their hand if necessary, and providing constant encouragement.
Repetition: Have them practice drawing basic shapes (circles, ovals, rectangles) multiple times before attempting the full craft item.
Larger Tools: Allow them to use thicker pencils or markers and larger drawing paper for easier manipulation and less pressure on fine motor skills.
Extension (for high-achieving learners): Increased Complexity: Encourage these students to draw more detailed or complex craft items, such as a carved wooden mask with patterns, a calabash with intricate designs, or a basket with a more elaborate handle.
Creative Backgrounds: Challenge them to add a simple background to their drawing, showing where the craft item might be used (e.g., a mat in a room, a pot near a fire).
Material Exploration: Ask them to draw the materials used to make the craft item alongside their drawing (e.g., a lump of clay next to a pot, raffia next to a basket).
Cultural Research (Oral/Picture-based): Encourage them to identify craft items from a specific Nigerian ethnic group and attempt to draw them.
Cultural Heritage and Appreciation: This lesson helps students appreciate the rich cultural heritage of Nigeria by introducing them to traditional crafts that have been part of communities for generations. They learn that these items are not just objects but symbols of skill, tradition, and identity. This can be integrated by discussing the specific tribes or regions known for certain crafts (e.g., Igbo clay pots, Hausa woven mats, Yoruba calabash art).
Home Utility and Design: Students learn to identify craft items that are functional in their homes or the homes of their extended families (e.g., clay pots for storing water, mats for sitting/sleeping, baskets for storage). This helps them understand the practical value of these items in daily life, especially in rural or traditional settings. The teacher can encourage students to observe these items at home and discuss their uses with family members. Entrepreneurship and Local Economy (Basic Introduction): The lesson can subtly introduce the idea that people make these craft items to earn a living. Artisans and craftspeople contribute to the local economy by selling their handmade goods. This plants a seed for understanding local commerce and the value of skilled labour. For example, discussing how "Mama Nkechi" sells her beautiful baskets at the market.