Lesson Notes By Weeks and Term v3 - Primary 1
Body Make – up
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Body Make – up
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Subject: Cultural and Creative Arts
Class: Primary 1
Term: 1st Term
Week: 8
Theme: Customs And Traditions
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Watch on YouTubePupils should be able to: mention parts of the body. identify make –up used on different parts of the body, e.g.face, hands and legs. beautifying parts
Customs And Traditions Guide):
1. Identify three parts of the body where make-up is applied.
Assessment Method: Oral questioning, pointing to a body chart, or a short drawing task (e.g., "Draw and label three parts of the body where make-up is used").
Marking Scheme: 1 mark for each correctly identified body part (e.g., face, hands, legs, arms). (Total: 3 marks)
2. Identify two materials for body make-up.
Assessment Method: Oral questioning (e.g., "Name two things people use for body make-up"), or selecting from a list/pictures of materials.
Marking Scheme: 1 mark for each correctly identified material (e.g., `Osun`, `Laali`, Chalk, Charcoal, `Uri`). (Total: 2 marks)
3. Apply a local make-up to any part of the body.
Assessment Method: Practical demonstration. Provide safe, washable make-up (e.g., chalk paste, `osun` paste diluted, or even just water for miming) and ask students to apply a simple mark or design to their hand/arm or a body outline on paper.
Marking Scheme: 1 mark: Attempts to apply make-up. 2 marks: Applies a clear, simple mark/design to a designated body part (or paper representation).
Rubric for practical application: Needs support (0-1 mark): Struggles to identify body part or apply material; requires significant assistance.
Developing (2 marks): Identifies body part and applies material with some guidance; mark/design is basic but visible.
Proficient (3 marks): Independently identifies body part and applies a clear, simple design effectively. (Total: 3 marks)
Total Marks: 3 (parts) + 2 (materials) + 3 (application) = 8 marks.
7. Real-life Applications / Integration
1. Cultural Festivals and Ceremonies: Body make-up is integral to many Nigerian cultural events. Students will observe `laali` designs during weddings, `osun` on newborns or women at traditional ceremonies, and `uri` patterns or chalk markings during masquerade festivals or chieftaincy installations. This lesson helps them understand the significance and artistic value of these practices in their communities.
2. Personal Grooming and Aesthetics: The concept of body make-up relates to personal care and how people choose to present themselves. Even simple acts like moisturizing with `ori` (shea butter) or applying local `udala` oil for shine are forms of body care that align with beautification, teaching students about self-care and hygiene within a cultural context.
3. Traditional Arts and Entrepreneurship: Traditional body make-up involves artistic skill in design and application. This exposure can spark interest in traditional crafts and potentially lead to an appreciation for local artisans who specialize in `laali` art, `uri` designs, or the preparation of `osun`. It highlights how cultural practices can be a source of livelihood.
8. Differentiation, Remediation and Extension Differentiation for Diverse Learners: Visual Learners: Utilize clear, large pictures of body parts and different make-up materials. Demonstrate the application process step-by-step. Use body charts or human models for pointing and identifying.
Auditory Learners: Explain concepts clearly, encourage oral repetition of names of body parts and materials. Use songs or rhymes related to body parts if available.
Kinesthetic Learners: Provide ample opportunities for hands-on activities, such as pointing to their own body parts, handling safe make-up materials, and practical application (even if simulated on paper). Allow miming of make-up application.
Remediation for Struggling Learners: Simplified Identification: Focus on identifying just one or two major body parts (e.g., hands, face) and one very common local make-up material (e.g., chalk or `osun`).
One-on-One Support: Provide individual attention during practical activities, guiding their hand to apply the make-up or helping them to point to body parts.
Repetitive Practice: Offer extra time and repeated exposure to the materials and concepts, perhaps using flashcards for visual recognition of materials.
Peer Support: Pair struggling learners with more capable peers for assistance and encouragement during activities.
Extension for High-Achieving Learners: Research and Presentation: Encourage students to find out about other traditional body make-up materials or designs used in different Nigerian cultures (e.g., Igbo, Hausa, Yoruba, Edo). They can draw these designs or verbally share their findings.
Creative Design: Challenge them to create more intricate or original designs using the provided materials on paper outlines of body parts, perhaps combining different colours (e.g., chalk and charcoal).
Cultural Significance:** Prompt Body Make – up Term: 1st Term Week: 10 ---
1. Overview and Learning Objectives This topic introduces Primary 1 learners to the concept of body make-up within the context of Nigerian customs and traditions. It emphasizes the cultural significance and practical application of traditional body adornment. Understanding body make-up helps learners appreciate cultural diversity, personal grooming, and artistic expression present in their local communities and wider Nigerian society, such as during festivals, ceremonies, and daily life. This knowledge fosters cultural identity and promotes creativity. Specific Performance Objectives for this lesson: Students will be able to mention common parts of the body. Students will be able to identify make-up materials traditionally used on different parts of the body, such as the face, hands, and legs. Students will be able to apply simple, safe make-up to beautify parts of the body. These objectives connect to real-world applications in Nigeria by helping students: Recognize and appreciate the body adornment practices observed during cultural festivals, traditional weddings, naming ceremonies, and other community events. Understand the reasons for beautification, which could include personal expression, cultural identity, or preparing for special occasions. Develop an early appreciation for traditional arts and crafts related to body decoration.
2. Key Concepts and Explanations 2.
1. Body Make-up: Body make-up refers to materials applied to the skin to enhance appearance, mark social status, or for ceremonial purposes. In many Nigerian cultures, traditional body make-up uses natural ingredients that are safe and often have additional benefits like cooling the skin or repelling insects. It is distinct from modern cosmetic make-up, although both serve the purpose of adornment. 2.
2. Parts of the Body for Make-up Application: While make-up can be applied to various parts of the body, for Primary 1, the focus is on easily identifiable and commonly adorned areas: Face: Forehead, cheeks, around the eyes, chin. (e.g., chalk designs, charcoal dots).
Hands: Palms, back of the hands, fingers. (e.g., `laali`/henna designs).
Legs: Shins, ankles, feet, toes. (e.g., `laali`/henna designs, `uri`/uli patterns). Other parts could include the neck, arms, and stomach, depending on the cultural practice. 2.
3. Traditional Make-up Materials (Nigerian Context): Osun (Camwood): A reddish-brown powder derived from the camwood tree. It is usually mixed with water or oil (like palm kernel oil) to form a paste.
Use: Applied to the body of newborns, brides, or people attending ceremonies. It gives the skin a reddish glow, is believed to protect the skin, and is often seen as a symbol of beauty and vitality.
Appearance: Reddish paste. Application
Example: Rubbed all over the body, especially for new mothers or babies.
Laali (Henna): A natural dye obtained from the henna plant (`Lawsonia inermis`). The leaves are dried, crushed into a powder, and then mixed with water or other liquids (like lemon juice) to form a paste.
Use: Applied to hands and feet in intricate patterns. It leaves a temporary reddish-brown stain on the skin. Commonly used during weddings, festivals, and celebrations in various parts of Nigeria, especially among Northern Nigerian communities.
Appearance: Greenish paste (when wet), reddish-brown stain (when dry). Application
Example: Applied with a stick or applicator bottle to create patterns on palms and feet.
Uri (Uli/Indigo dye): A dark blue or black dye derived from plants, particularly common in Igbo culture.
Use: Used to draw geometric patterns and symbols on the body, especially during traditional festivals, ceremonies, and for daily adornment. It holds spiritual and aesthetic significance.
Appearance: Dark blue/black liquid or paste. Application
Example: Applied with a fine stick or applicator to draw patterns on arms, legs, and stomach.
Charcoal: Obtained from burnt wood. It is crushed into a fine powder and mixed with water or oil.
Use: Used to draw dots or lines, especially on the face or body of masquerades or children during certain traditional performances or plays. Can also be used for marking.
Appearance: Black powder/paste. Application
Example: Small dots on cheeks or forehead. White Chalk (`Nzu`/Kaolin): A soft, white mineral, crushed and mixed with water. * Use: Applied as dots, lines, or or applicator to draw patterns on arms, legs, and stomach.
Charcoal: Obtained from burnt wood. It is crushed into a fine powder and mixed with water or oil.
Use: Used to draw dots or lines, especially on the face or body of masquerades or children during certain traditional performances or plays. Can also be used for marking.
Appearance: Black powder/paste. Application
Example: Small dots on cheeks or forehead. White Chalk (`Nzu`/Kaolin): A soft, white mineral, crushed and mixed with water.
Use: Applied as dots, lines, or patterns, especially on the face and body, often for traditional ceremonies, spiritual practices, or as a sign of purity and welcome in some cultures.
Appearance: White powder/paste. Application
Example: White dots on the forehead or temple. 2.
4. Purpose of Body Make-up: Beautification: To enhance physical appearance and make one look attractive.
Cultural Expression: To signify cultural identity, tribal markings, or affiliations.
Ceremonial Purposes: For rituals, festivals, weddings, births, or mourning.
Social Status: To indicate age, marital status, or social standing.
Protection: Some natural make-up materials are believed to offer protection from insects or sun.
3. Teaching and Learning Activities 3.
1. Introduction (5-7 minutes)
Teacher Activity: Begin by engaging students in a discussion about how people look beautiful or special for occasions.
Ask questions like: "What do people do to look nice for a party or a wedding?" "Have you seen people with drawings on their hands or faces?" Show pictures of people adorned with traditional make-up (e.g., a bride with `laali`, someone with `osun`).
Student Activity: Students share their observations and respond to questions. Students identify familiar images. 3.
2. Presentation and Explanation of Key Concepts (15-20 minutes)
Teacher Activity: Introduce the topic "Body Make-up." Use a full-body chart or a puppet to point to and name various parts of the body (face, hands, legs). Have students repeat the names. Introduce different traditional make-up materials. Show actual samples (if available and safe, e.g., a small pack of `laali` powder, `osun` powder, a piece of chalk, charcoal). If samples are unavailable, show clear pictures of each material and its application. Explain the name of each material (e.g., `osun`, `laali`, chalk, charcoal) and demonstrate where it is typically applied (e.g., "This is `laali`; people use it on their hands and feet for weddings"). Explain the purpose of applying make-up – to make parts of the body look beautiful or special.
Student Activity: Students identify and name parts of the body as the teacher points them out. Students observe and identify the make-up materials shown. Students listen attentively to the explanations. 3.
3. Practical Application / Guided Practice (20-25 minutes)
Teacher Activity: Prepare safe, simple make-up materials (e.g., `laali` paste, `osun` paste, white chalk paste, charcoal powder mixed with water). Ensure they are non-toxic and easily washable. Demonstrate how to apply a simple design or dot using one of the local make-up materials (e.g., draw a simple dot or line with chalk paste on your own hand or a volunteer's hand/arm). Emphasize safety and hygiene (e.g., "We only use safe materials on the skin," "We only put make-up where allowed," "Wash hands after"). Distribute small amounts of prepared, safe make-up materials and paper or individual small, plain drawing boards to each student. Alternatively, if practical and safe, allow students to apply to their own hands/arms directly. Guide students to apply a simple make-up (e.g., a dot, a simple line, or a very basic pattern) to a specified part of a body outline drawn on paper, or to their own hand/arm if using washable materials like chalk paste. Circulate, providing individual support and correction.
Student Activity: Students observe the teacher's demonstration carefully. Students choose a part of their body (e.g., hand/arm) or a body outline on paper. Students carefully apply a simple design or dot using the provided safe make-up material. Students practice beautifying the chosen body part. 3.
4. Class Discussion and Conclusion (5-7 minutes)
Teacher Activity: Lead a brief discussion. "What parts of