Class: Primary 4
Term: 3rd Term
Subject: cultural and Creative Arts
Curriculum Theme: Cultural And Creative Arts
Previous Lesson: Meaning And Types Of Drawing And Responding To Music Using Body Movements
Topic: Meaning And Types Of Shading and Producing Sounds From Foreign Musical Instruments
Content/Learning Area: Definition and types of shading, Producing sound from foreign musical instruments e.g. blowing, striking, etc.

Performance Objectives

By the end of the lesson, pupils should be able too:

Cognitive Domain: Explain the meaning of shading and list the types of shading.
Affective Domain: Show interest in applying shading in drawings and enjoying sounds from foreign musical instruments.
Psychomotor Domain: Practice shading using pencils and produce sound using foreign musical instruments by blowing or striking.
Social Domain: Collaborate with classmates to identify different foreign musical instruments.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
Abuja Educational Resource Center Scheme of Work
NAPPS National Unified Scheme of Work
Online Information from: Wikipedia – Shading
Relevant Textbooks

Instructional Materials

To deliver this lesson, the teacher will employ the help of the following materials:

Drawing pencils and erasers
Drawing paper or sketch pads
Charts showing types of shading
Foreign musical instruments like flute, trumpet, xylophone
audio samples of musical instruments
Visual aids of instrument usage

Rationale for the Lesson

Understanding shading helps in creating better drawings, while learning about musical instruments encourages appreciation for different cultures.

Prerequisite/Previous Knowledge

Pupils already know about local musical instruments and basic drawing with pencils.

Lesson Content

Meaning And Types Of Shading And Producing Sounds From Foreign Musical Instruments

meaning of Shading

Shading is the use of dark and light areas to show shape and depth in a drawing.

Types of Shading

there are different ways of shading in art. Each one gives a special effect to drawings.
The following are types of shading:

Hatching
Cross-hatching
Stippling
Blending
Scribbling

Foreign Musical Instruments

Foreign musical instruments are tools from other countries used to make music. Foreign instruments make sound in many ways.
These include:

Blowing
Striking
Plucking
Pressing

There are many instruments from other countries used in music. Examples are:

Flute
Trumpet
violin
Guitar
Xylophone

Shading and Instrument Sound

Shading shows light, shadow, form and texture. Hatching uses parallel lines, cross-hatching crosses lines, stippling uses dots and blending makes a smooth change from light to dark.

Foreign instruments produce sound in different ways: a flute uses vibrating air, a violin uses bowed strings, a guitar uses plucked strings, a trumpet uses vibrating lips and air, while a piano uses hammers striking strings. Classify by the main vibrating part.

Teaching Methods

to deliver this lesson,‌ ⁤the teacher will⁤ adopt⁤ the following methods: discussion, lecture, storytelling, clarification, visual aids, group work, demonstration

Instructional Procedures

To deliver this lesson, the teacher will adopt the following steps:

Step 1: Introduction

Time: 5 mins
Teaching Skill: Set Induction
Teacher’s Activity: Tells a story about a child drawing a mountain with shading and hearing flute music on a radio
Pupils’ Activity: Pupils listen and respond to questions

Step 2: Meaning of Shading

Time: 5 mins
Teaching Skill: Explanation
Teacher’s Activity: Explains shading and demonstrates simple shading on the board
Pupils’ Activity: Pupils observe and ask questions

Step 3: Types of Shading

Time: 7 mins
Teaching Skill: Demonstration
Teacher’s Activity: Draws five shading types and names each one while explaining
Pupils’ Activity: Pupils draw each type on paper

Step 4: Meaning of foreign Musical Instruments

Time: 5 mins
teaching Skill: Lecture
teacher’s Activity: Explains the meaning of foreign musical instruments using real samples
Pupils’ Activity: Pupils touch and identify instruments

Step 5: Producing Sound from Instruments

Time: 5 mins
Teaching Skill: Demonstration
Teacher’s Activity: Demonstrates blowing, striking, and plucking different instruments
Pupils’ Activity: Pupils try producing sound from one instrument

Step 6: Examples of Instruments

Time: 3 mins
Teaching Skill: Visual Aids
Teacher’s Activity: Displays and names common foreign instruments
Pupils’ Activity: Pupils repeat the names of instruments

Step 7: Note-Taking

Time: 2 mins
Teaching Skill: Supervision
Teacher’s Activity: Guides pupils to copy the lesson notes correctly
Pupils’ Activity: Pupils copy the notes into their books

Step 8: Evaluation/Review

Time: 3 mins
Teaching Skill: Questioning
Teacher’s Activity: Asks oral questions and observes practical demonstrations
Pupils’ Activity: pupils answer questions and perform tasks

Objective-aligned checks:

Explain the meaning of shading and list the types of shading.
Collaborate with classmates to identify different foreign musical instruments.

Step 9: Conclusion

Time: 5 mins
Teaching Skill: Instructional, Cognitive, Social
Teacher’s Activity: Summarizes the lesson, praises good effort, encourages home practice
Pupils’ Activity: Pupils clap and share what they enjoyed most

Lesson Keywords

Shading – Making light and dark areas in drawings
Hatching – Drawing lines in one direction
Striking – Hitting an object to make sound
Blowing – Using air to make sound
Instrument – Tool used to make music

Lesson Evaluation

To evaluate the learning, the teacher asks pupils to:

Define shading
List three types of shading
Mention two foreign musical instruments
say two ways foreign instruments produce sound
Show how to shade using hatching
Demonstrate how to blow a flute

Assignment/Homework

(There is no Assignment/Homework in the attached lesson note)

Differentiation

For slower learners: Fast learners will assist peers during drawing and instrument demonstration; struggling pupils receive extra support from the teacher and classmates.
For advanced learners: Fast learners will assist peers during drawing and instrument demonstration; struggling pupils receive extra support from the teacher and classmates.
For visual/auditory/kinesthetic learners: fast learners will assist peers during drawing and instrument demonstration; struggling pupils receive extra support from the teacher and classmates.

Note for Teachers

Ensure pupils handle instruments carefully; use classroom-friendly shading materials; allow pupils to share their experiences with music or art.