Lesson Notes By Weeks and Term v3 - Primary 2
Colouring Functional Art Works.
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Colouring Functional Art Works.
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Subject: Cultural and Creative Arts
Class: Primary 2
Term: 1st Term
Week: 1
Theme: Arts And Crafts
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Watch on YouTubePupils should be ableto: draw two differentfunctional Art items. apply differentcolours to each of the drawings.
A. Functional Art Works: Functional art works are objects that have a practical use or purpose, but are also created or decorated in an artistic way. They are not just for looking at; they are meant to be used. In Nigeria, many everyday items are examples of functional art due to the artistic embellishments and craftsmanship applied to them. Examples of Functional Art Works in Nigeria: Calabash (Igba/Kayan kwarya): Used for drinking, serving food, storage, or as musical instruments. They are often carved, painted, or burnt with intricate designs.
Clay Pots (Ikoko/Tukunya): Used for cooking, storing water or food, and planting. Many are hand-built and decorated with patterns before firing.
Woven Mats (Tabarmi/Ete): Used for sleeping, sitting, or as floor coverings. They often feature colourful patterns created by the weaving technique.
Baskets (Agbon/Kwando): Used for carrying items, storage, or as market containers. They can be woven from various materials and sometimes dyed different colours.
Wooden Stools/Chairs (Kujera/Okwa): Used for sitting. Traditional stools are often carved with symbolic designs or figures.
Traditional Drums (Gangan/Igba): Used for music and communication. They are typically made from wood or calabash and may be carved or painted.
Carved Wooden Spoons (Cokali/Oko): Used for eating or serving. Handles can be artistically carved.
Adire/Tie-dye Fabrics: Used for clothing. While the fabric itself is functional, the dye patterns are artistic. (Perhaps too complex for drawing in Primary 2, but good for recognition).
B. Importance of Colouring Functional Art Works: Colouring is essential for functional art because it:
1. Enhances Beauty: Makes the object more attractive and appealing.
2. Adds Meaning: Certain colours can have cultural or symbolic meanings. For example, in some cultures, red might signify royalty or danger, while white might represent purity.
3. Identifies Purpose: Specific colours or patterns might indicate the origin, owner, or specific use of an item.
4. Creates Visual Interest: Makes the object stand out and be more engaging.
C. Basic Colouring Techniques for Primary 2: Pupils at this level typically use crayons, colour pencils, or sometimes watercolours.
1. Choosing Colours: Encourage pupils to select colours that they like and that they think would make the functional art beautiful. Discuss how different colours create different moods (e.g., bright colours for joy, earthy colours for natural feel).
2. Even Application: Teach pupils to colour in one direction (e.g., left to right, up and down) to ensure an even and neat finish, avoiding patchy areas.
3. Staying Within Lines: Emphasize the importance of colouring inside the drawn outlines to make the drawing clear and tidy.
4. Colour Blending (Optional, for advanced): Briefly introduce the idea that colours can be layered or blended to create new shades or smooth transitions (e.g., applying light green over dark green). This can be simplified to just using different shades of the same colour. Worked Example for Drawing and Colouring a Clay Pot: Step 1: Drawing the Clay Pot Outline: Start by drawing a simple oval for the base of the pot.
Body: Draw two curved lines extending upwards from the sides of the oval, curving outwards slightly, then inwards to form the body of the pot.
Mouth/Rim: Connect the top ends of the curved lines with another curved line to form the rim, making it slightly wider than the base.
Handle (Optional): Add a simple loop for a handle on the side if desired.
Step 2: Adding Details (Optional but encouraged) Draw simple patterns on the body of the pot, such as horizontal lines, dots, zigzags, or basic geometric shapes. These mimic traditional Nigerian pottery designs.
Step 3: Colouring the Clay Pot Main Colour: Choose a base colour that resembles clay, such as brown, orange-brown, or dark red. Colour the main body of the pot evenly, staying within the lines.
Pattern Colours: Select different colours (e.g., yellow, black, green) for the patterns drawn on the pot. Ensure these colours contrast nicely with the main colour. * Shading (Simplified): For a more advanced look, suggest using a slightly darker shade of the main colour along one side of the pot to create a sense of pottery designs.
Step 3: Colouring the Clay Pot Main Colour: Choose a base colour that resembles clay, such as brown, orange-brown, or dark red. Colour the main body of the pot evenly, staying within the lines.
Pattern Colours: Select different colours (e.g., yellow, black, green) for the patterns drawn on the pot. Ensure these colours contrast nicely with the main colour. * Shading (Simplified): For a more advanced look, suggest using a slightly darker shade of the main colour along one side of the pot to create a sense of depth, or a lighter shade for highlights. For Primary 2, this can be simplified to just ensuring different parts of the pot or its patterns have distinct colours.
A. Teacher Activities: Introduction and Review (5 minutes): Begin by asking pupils to name objects they use daily at home or in school. Ask them if they notice any designs or colours on these objects. Introduce the term "Functional Art Works" and explain that these are useful objects that are also made beautiful through art. Show pictures or real examples of common Nigerian functional art (e.g., a decorated calabash, a small clay pot, a woven mat swatch). Explanation of Functional Art (10 minutes): Discuss various functional art items relevant to Nigerian context, emphasizing their use and artistic elements (e.g., calabash for drinking/serving, clay pot for storage, basket for carrying). Encourage pupils to share examples from their homes or communities. Highlight that these items are not just plain; they have colours, patterns, and shapes that make them special. Demonstration of Drawing Functional Art (15 minutes): On the blackboard or a large sheet of paper, demonstrate how to draw two simple functional art items, e.g., a clay pot and a basket. First Item (e.g., Clay Pot): Draw step-by-step, explaining each line. Emphasize simple shapes. Second Item (e.g., Basket): Draw step-by-step, showing how to create a woven texture with simple lines. Encourage pupils to observe carefully and ask questions. Demonstration of Colouring Techniques (10 minutes): Using one of the drawn functional art items (e.g., the clay pot) on the board, demonstrate how to apply colours using crayons or colour pencils.
Emphasize: Choosing appropriate colours (e.g., brown/orange for clay pot, various colours for patterns). Colouring neatly within the lines. Colouring in one direction for an even look. Using at least three different colours for the item.
Supervision and Guidance (Remaining time): Circulate around the classroom, providing individual assistance and feedback. Offer encouragement and gentle corrections on drawing and colouring techniques. Prompt pupils to think about the colours they are choosing and why.
B. Student Activities: Participation in Discussion: Pupils actively participate by naming functional art items and describing their uses.
Observation: Pupils carefully observe the teacher's demonstration of drawing and colouring.
Drawing Functional Art Works: Pupils draw two different functional art items on their drawing books or sheets of paper, following the teacher's demonstration or choosing from other examples discussed.
Colouring Drawings: Pupils apply different colours to each of their drawn functional art items, aiming for neatness and using at least three distinct colours per item.
Instruction: Teacher guides pupils through these steps on their drawing books.
Question 1: Identify Functional Art Works Look at the following objects. Which ones are functional art works? a) A plain stone b) A beautifully woven basket used for carrying fruits c) A painting of a landscape d) A wooden spoon carved with animal figures, used for cooking Solution and
Commentary: The teacher should display images or describe these items. b) A beautifully woven basket used for carrying fruits: This is a functional art work because it serves the purpose of carrying (functional) and is beautifully woven (artistic). d) A wooden spoon carved with animal figures, used for cooking: This is also a functional art work as it is used for cooking (functional) and is artistically carved (artistic).
Commentary: Pupils should understand that functional art has both a use and an artistic element. A plain stone has no artistic embellishment, and a painting is primarily for display, not for use.
Question 2: Draw a Functional Art Item (Clay Pot) Draw a simple clay pot on your drawing book. Solution and
Commentary: Expected Drawing: Pupils should produce a drawing similar to the outline demonstrated by the teacher (oval base, curved sides for body, curved rim).
Teacher's Role:* The teacher should guide pupils step-by-step, encouraging them to use light lines first and then darken. Ensure they capture the basic shape.
Question 3: Colour the Clay Pot Using at least three different colours, colour the clay pot you just drew. Solution and
Commentary: Expected Outcome: The clay pot drawing should be coloured neatly within the lines.
Example: Main body coloured brown. A band around the middle coloured yellow. Small dots or lines on the band coloured black. (This uses 3 colours: brown, yellow, black).
Teacher's Role:* Emphasize choosing colours that make the pot look attractive. Check for neatness and confirm at least three distinct colours have been used. Encourage even application and staying within the drawn outlines.
Question 4: Draw a Second Functional Art Item (Woven Basket) Now, draw a simple woven basket on your drawing book, next to your clay pot. Solution and
Commentary: Expected Drawing: Pupils should draw a basket shape, perhaps with a handle, and simple criss-cross or vertical/horizontal lines to suggest weaving texture.
Teacher's Role:* Guide pupils to create a different item from the pot. Reinforce the steps of drawing simple shapes.
Question 5: Colour the Woven Basket Colour the woven basket you just drew, using at least three different colours. Solution and
Commentary: Expected Outcome: The basket drawing should be coloured neatly, with at least three different colours.
Example: Main body of the basket coloured light brown. The woven lines coloured dark brown. The handle coloured green. (This uses 3 colours: light brown, dark brown, green).
Teacher's Role:* Encourage pupils to experiment with colour combinations that would be appealing for a basket. Check for neatness and the application of at least three colours.
Cultural Preservation and Appreciation: Pupils learn to appreciate the rich cultural heritage of Nigeria by recognizing and valuing locally made functional art works like decorated calabashes, traditional pottery, and woven mats. This can be integrated by discussing the specific ethnic groups or regions known for certain crafts (e.g., Kwara pottery, Igbo carved stools, Efik/Ibibio woven baskets).
Economic Empowerment (Local Crafts): Understanding functional art can spark an early appreciation for local craftsmanship. Pupils can see how these items are made by artisans in their communities and sold in markets, contributing to local economies. The lesson helps them realize that these skills can be a source of livelihood. This can be linked to visits to local markets or craft shops, or by inviting local artisans to speak to the class (if feasible). Environmental Awareness and Sustainability: Many functional art works in Nigeria are made from natural, locally sourced materials (clay, wood, raffia, gourds). This can be a point of integration to discuss how art can be created sustainably using resources from the environment, promoting a sense of responsibility towards natural resources. For instance, discussing how calabashes grow and are then prepared for use.