Class: Senior Secondary School 2 (SS2 / SSS2)
Term: 1st Term
Week: 10
Age: 16 years
Duration: 45 minutes
Subject: Visual Art
Curriculum Theme: Three-Dimensional Art
Previous Lesson: Introduction to Sculpture: Tools and Materials.
Topic: SCULPTURE (PRACTICAL)
Subject Matter: Modelling simple objects (fruit, rock, seeds, shells, bone)

Specific Objectives

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

Cognitive Domain:

Identify the materials used for modelling simple objects.
Describe the steps involved in modelling simple objects.

Affective Domain:

Appreciate the importance of patience and precision in modelling.
Show interest in creating three-dimensional art.

Psychomotor Domain:

Prepare modelling materials for use.
Model a simple object (e.g., a fruit or rock) using appropriate techniques.
Refine the modelled form with basic finishing touches.

Collaborate with peers in sharing materials and tools.
Offer constructive feedback on classmates’ work.

Reference Materials

The following resources were used in planning this lesson:

Senior Secondary Schools Education Curriculum
State Unified Scheme of Work
Comprehensive Visual Art for Senior Secondary Schools by A.O. Okoro
WAEC Syllabus for Visual Art
NERDC Curriculum

Instructional Materials

The teacher will teach this lesson with the aid of:

Clay
Wax
Cement (optional, for discussion)
Basic sculpting tools (e.g., spatulas, loop tools, wire)
Pictures or examples of simple modelled objects (fruit, rock, shells)

Rationale for the Lesson

This lesson helps pupils develop practical skills in three-dimensional art by learning to model simple objects. It enables pupils to understand the principles of form and volume, which are important for artistic expression and appreciation.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of different art forms and may have seen or handled various sculptural pieces.

Lesson Content/Board Summary

Modelling Simple Objects

Introduction to Modelling

Modelling is a sculptural technique where soft, pliable material is built up, shaped, and manipulated to create a three-dimensional form. It involves adding material to create the desired shape, unlike carving which involves removing material.

Materials for Modelling

Common materials used for modelling include:

Clay (e.g., potter’s clay, plasticine)
Wax (e.g., beeswax, paraffin wax)
Cement (often used for larger, more durable sculptures)
Paper mache
Plaster of Paris

Steps in Modelling a Simple Object (e.g., a fruit)

Follow these steps to model a simple object:

Preparation of Material: Knead the clay or warm the wax to make it pliable and remove any trapped air bubbles. Ensure the material is consistent and easy to work with.
Forming the Basic Shape: Start by creating the general outline or mass of the object. For a fruit like an apple, roll the clay into a spherical shape. For a rock, create an irregular lump.
Shaping and Detailing: Gradually refine the basic shape using fingers and simple tools. Add specific features, contours, and textures. For an apple, create the indentation for the stem. For a rock, add cracks or uneven surfaces.
Smoothing and Finishing: Use fingers or smoothing tools to create a uniform surface, removing unwanted marks or bumps. This gives the sculpture a neat appearance.
Adding Final Touches: Apply any final details, such as a stem for the fruit or distinct grooves for a shell, to enhance realism or artistic effect.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them to mention different types of art they know. The teacher then introduces the topic: Sculpture (Practical) – Modelling simple objects.
Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively to the introduction.
Learning Point: Pupils are prepared for the lesson and understand the topic.

Step 2: Explanation of Modelling and Materials

Time: 7 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher defines modelling as a sculptural technique and discusses various materials used for modelling, showing examples of clay and wax.
Pupils’ Activity: Pupils listen, observe the materials, and ask questions for clarification.
Learning Point: Pupils understand the concept of modelling and the types of materials involved.

Step 3: Demonstration of Material Preparation

Time: 5 minutes
Teaching Skill: Demonstration
Teacher’s Activity: The teacher demonstrates how to prepare the modelling material (e.g., kneading clay to make it pliable and remove air bubbles).
Pupils’ Activity: Pupils observe the demonstration carefully.
Learning Point: Pupils learn the correct way to prepare modelling materials.

Step 4: Demonstration of Forming Basic Shape

Time: 7 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher demonstrates how to form the basic shape of a simple object, like a fruit or a rock, from the prepared material.
Pupils’ Activity: Pupils observe the teacher’s technique in creating the initial form.
Learning Point: Pupils understand how to start forming a basic object.

Step 5: Demonstration of Shaping, Detailing, and Finishing

Time: 7 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher continues to demonstrate how to refine the basic shape, add details using fingers and simple tools, and smooth the surface for a finished look.
Pupils’ Activity: Pupils pay close attention to the detailing and finishing techniques.
Learning Point: Pupils learn the techniques for refining and finishing their modelled objects.

Step 6: Supervised Practical Work

Time: 9 minutes
Teaching Skill: Practical/Supervision
Teacher’s Activity: The teacher distributes modelling materials and tools and supervises pupils as they model simple objects, providing individual guidance and assistance.
Pupils’ Activity: Pupils work individually or in pairs to model their chosen simple objects, applying the demonstrated techniques.
Learning Point: Pupils practice modelling skills and create their own simple sculptures.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Define modelling in your own words.
Mention three materials used for modelling.
List any three steps involved in modelling a simple object.
What is the importance of smoothing the surface of a modelled object?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 3 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the key points of the lesson, emphasizing the importance of practice in developing modelling skills. The teacher then assigns homework: “Pupils should bring other simple objects (e.g., leaves, small branches) to class next time for observation and inspiration.”
Pupils’ Activity: Pupils listen to the summary and copy the homework.
Learning Point: Pupils consolidate their learning and know what to prepare for next time.

Lesson Keywords

Modelling – A sculptural technique of building up and shaping pliable material to create a three-dimensional form.
Sculpture – A three-dimensional art form created by shaping or combining materials.
Clay – A natural earthy material that is plastic when wet and hardens when fired, used for modelling.
Wax – A pliable material that can be melted and shaped, used in modelling.
Form – The three-dimensional shape and structure of an object.

Differentiation

For struggling learners, the teacher will provide more one-on-one guidance and simpler objects to model, focusing on basic shaping. Advanced learners will be encouraged to add more intricate details, experiment with different textures, or model slightly more complex objects, and they can assist peers.

Note for teachers using this lesson plan

Ensure all necessary materials are available and in good condition before the lesson. Emphasize safety when using tools. Encourage creativity and individual expression while guiding pupils through the steps. Allow sufficient time for practical work and provide constructive feedback to pupils.