Nigeria School Primary Curriculum for CCA. Cultural and Creative Arts Scheme of Work for Primary 6. Universal Basic Education Curriculum
CULTURAL AND CREATIVE ARTS PRIMARY 6 FIRST TERM SCHEME
UNIFIED SCHEME OF WORK FOR GRADE SIX CCA (FIRST TERM)
| WEEK | TOPIC | CONTENTS | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | TEACHER’S ACTIVITIES | LEARNERS’ ACTIVITIES |
| 1. | REVISION AND COMPOUND CLEANING | 1. clean of school compound 2. Revision of past examination questions | 1. Learners should be able to clean compound, 2. Revise previous examinations questions | Past questions | 1. Supervises the learners 2. Revises with the learners | 1. Clean school compound 2.Revise past question |
| 2. | INTRODUCTION TO LIFE DRAWING | 1. meaning of life drawing 2. Part of the body e.g. head, hand, leg .etc. 3. figure or life drawing | Learners should be able to: 1. State the meaning of life Drawing 2. draw a full human figure 3. identify different parts of the body | Human model, drawing papers, pencils, erasers, artist, donkey (seat for the artist) drawing board, calendar | 1. Explains the meaning of life drawing 2. Guides learners to name parts of the body 3. Assist Learners to draw models 4. visits galleries with pupils to see art works | 1. Name parts of the body 2. Draw the model (person) chosen.Display finished works. |
| 3. | IMAGINATIVE AND CREATIVE DRAWING | Imaginative and creative drawing | Learners should be able to: 1. Define imaginative drawing 2. draw from imaginative | Pencils, drawing book, coloured pencils. Eraser. | 1. Defines imaginative drawing 2. Guides learners to draw from memory e.g. rainy day | 1. Define imaginative drawing 2. Create and draw from memory |
| 4. | STILL-LIFE DRAWING | 1. Still-life drawing 2. Examples of still life drawing | Learners should be able to: 1. Observe object well 2. define still-life drawing 3. Draw some still-life objects e.g. bucket, iron, cup, plate or any lifeless objects | Pencil, drawing book, coloured pencil, eraser | 1. Defines still-life drawing to learners 2. Allows the learners to observe the set objects. 3. Guides the learner to draw the objects | 1. Defines still-life drawing 2. Learners should observe and draw well |
| 5. | LANDSCAPE DRAWING | Land scape drawing | Learners should be able to: 1. Draw an expansion of land in front of themselves 2. Define landscape drawing | Pencil, drawing book, coloured, pencil, eraser | 1. Defines Land scape drawing 2. Take the students out to note the line of horizon, vanishing points | 1. Define landscape 2. learners should explain the meaning of landscape |
| 6. | FABRIC DECORATION, TIE AND DYE AND MATERIAL FOR TIE AND DYE | 1. Fabric Decoration Tie and dye. 2.materials for tie and dye | Learners should be able to: 1. define tie and dye 2. mention some materials needed in tie and dye | Cotton fabric, (colico), dye bath, ropes, gloves, pegs, wooden stick, water strings for dying | 1.Explains the meaning of tie and dye  2. List the materials needed in tie and dye | 1. Explain the meaning of tie and dye. 2.Master the materials needed in tie and dye |
| 7. | 1. TYING TECHNIQUES 2. PROCEDURE FOR DYEING | 1. Tying methods, Concentric square, Circle method, Climb tying pleating, marbling, Knotting, Stitching 2. Procedure for dyeing | Learners should be able to: 1. Define tying techniques or methods of tying. 2. explain the procedure for dyeing | Cotton material for demonstration, rope, pebbles needles e.t.c. | 1. Explains the methods of each tying 2. Allow the learners to participate in the folding. 3. Explains the procedure of dyeing | 1. Demonstrate each of the tying methods. 2.Learners should participate in the tying and the folding |
| 8 | BATIK AND ITS MATERIALS2. TJANTING | Batik Materials needed in Batik Tjanting | Learners should be able to: 1. master the meaning of Batik 2. list some materials of Batik 3. Master the meaning of Tjanting | Cotton materials, materials needed | 1. Explains the meaning of Batik 2. Materials needed in Batik. 3. Explains the meaning of Tjanting | 1. Explain the meaning and origination of Batic 2. Learners should master the materials needed 3. Master the meaning of Tjanting |
| 9. | RHYTHMIC PATTERNS | 1. Meaning of rhythm 2. Types of rhythm : simple and compound rhythms 3. Clapping of rhythm Rhythm in two 2/4.rhythm in three3/4Rhythm in fours 4/4 etc. | Learners should be able to: 1. state the meaning of rhythm 2. mention the types of rhythms 3. Clap simple patterns of rhythms | Table, Chalk, chalkboard/magic boards, rulers, manuscripts, pencils | 1. Explains rhythmic movement of any piece of music in time 2. Lists the different types of rhythmic patterns, – simple rhythm – compound rhythms. 3. writes out some rhythms for the learners to clap to 2/2……../……./ Â Â Â Â Â .|……………| -2/2…………. Â Â Â Â Â .|………….| -4/4…………….. Â Â Â Â Â |…………..| -6/6……….. Â Â Â Â Â .|……………| | 1. Learners explain rhythm 2. mention types of rhythmic patterns 3. clap given rhythms |
| 10. | CHORAL SINGING | 1. meaning of choir: A group of people singing together in different parts 2. Parts of a choir: Treble(soprano) Alto, Tenor, Bass. 3. Types of singing: solo, Duet, Trio Quartet, etc.  4. Melodic parts in a four part singing. | Learners should be able to: 1. state the meaning of choir singing 2. list different types of singing 3. identify the melody in dinging 4. practise and perform: solo song, duet e.t.c.  5.practice and perform a choral piece | Piano/ recorder, chalk board/magic board, manuscript, ruler, pencils, pens | 1. States the meaning of a Choir. 2. Identifies and explains the 3. parts in a choir 3. Lists and explains types of singing 4. Guides learners to sing solos, duets  5. Guides the learners in singing in 4 parts. | 1. State the meaning of choir 2. Mention the melodic parts in a choir 3. List types of singing 4. Perform songs in solos, duets etc. 5. Organise a choral performance |
| 11. | THEATRICAL ELEMENTS AND PERSONNEL | 1.Theatrical elements: script, stage, audience, set, light, costume  2. people involved in play production. Playwright, director, actor, designers, stage, manager, business, manager. | Learners should be able to:  1. Identify element of a play.  2.mention the various people involved in a play production | Text books, notebooks, chalk/magic board, picture of theatrical elements | 1.Mentions and explains the various element for the learners to take notes  2. Lists the various personnel involved in the theatre production and the roles they play. | Take notes of the people involved in a production and ask questions |
| 12 | REVISION | |||||
| 13 | EXAMINATION |
Nigeria School Primary Curriculum for CCA. Cultural and Creative Arts Scheme of Work for Primary 6. Universal Basic Education Curriculum
CULTURAL AND CREATIVE ARTS PRIMARY 6 SECOND TERM SCHEME
UNIFIED SCHEME OF WORK FOR GRADE SIX CCA (SECOND TERM)
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIAL | TEACERH’S ACTIVITIES | LEARNERS’ ACTIVITIES |
| 1 | Revision | |||||
| 2 | Rehearsal and stages of rehearsal | 1. Rehearsal 2. Stages of rehearsal  | Learners should be able to: 1. explain the meaning of rehearsal 2. list the stages of rehearsal | Chalkboard, magic board, script or a written scenario for an improvised drama | 1. Explain the meaning of rehearsal and stages of rehearsal 2. Leads the learners to construct a drama sketch based on any emerging issue (e.g respect for elder) | 1. Participate in process of rehearsal for the production of the play on any given value |
| 3 | Cast and crew personal | Cast and crew personnel | Learners should be able to: 1. Explain the meaning of the cast and crew personnel | Chalkboard/magic board, script or written scenario for an improvised drama | 1. Explains the meaning of cast and crew personnel 2. Mention some personnel in cast and crew 3. Allow the learner to watch the personnel in video etc | Define Crew and cast personnel |
| 4 | Stage in drama | 1. Stage in drama 2. Types of stages 3. Various stages in drama 4. Proscenium stage, trust stage, traverse stage, arena stage, extended stage and free from stage | Learners should be able to: 1. Define stage in drama 2. List types of stage 3. Mention types of drama | Chalkboard magic board, improvised stages | 1. Explains the meaning of stage in drama 2. List two types of stages 3. Explains the different stages in drama | List different types of stages in drama |
| 5 | Costume and make up in drama | 1. Costume and 2. Make – up | Learners should be able to: 1. Define costume and make – up in drama | Chalkboard/ magic board, various dresses e.g. traditional dresses, modern dresses | 1. explains the meaning of costume and makeup to the learners 2. Shows some examples of costume and makeup 3. Shows video of play to learners | 1. Meaning of costume and make – up 2. Follow the teacher as he shows the samples of costumes and make – up |
| 6 | Introduction to element of drama | Introduction to elements of drama | Learners should be able to: 1. Define the element of drama 2. List the elements of drama and their meaning | Chalkboard/magic board, textbook, notebooks | Explains the meaning of elements of drama | 2. Copy out the meaning and elements of drama 2. Ask questions |
| 7. | Drama terminologies | Terminologies in drama e.g. action, cut, arena, audience, cast, cue, duologue, exit masking, props etc | Learners should be able to: 1. Define some of the terminologies 2. Mention the terms | Chalkboard/ magic board textbook, notebook | Explains the meanings of those terms to the learners | Explain the meaning of terminologies |
| 8 | Drama terminologies (cont). | Terms in drama (cont.) Soliloquy, troupe, freeze, prologue, ascend, aloud, character, descend, choreography, on the stage etc. | Learners should be able to: 1. Define some of the terms 2. list the terms | Chalkboard/ magic board, textbook, notebooks | explains the meaning of the terms to the learners | 1. Explain the meaning of the terms 2. Copy notes on drama terminologies  |
| 9 | Meaning and history of dance | Definition and history of dance | Learners should be able to: 1. Defines the meaning of dance 2. Explains the history of dance | Textbooks, Calendar, Pictures, etc. | 1. Explains the meaning of dance 2. Mention types of dance | Listen to the teacher as he explains the meaning and history of dance |
| 10 | Forms of dance, (traditional and contemporary/modern dance) | Forms of dance: 1. Traditional and contemporary/modern dance Traditional: dance portraying a particular culture and entrenched in the culture and traditional of the people 2. Contemporary/modern: an individualistic dance that art of choreography and creativity 3. Ballet: A theatre dance with its roots in Italy. Dance performed and enjoyed by the upper class 4. Demonstrating of dance | Learners should be able to: 1. Define the forms of dance 2. Mention the types of dance 3. List some forms of dance 3. Demonstrate on form of dance | chalkboard/magic, textbook, note books, pictures of dancer encouraging in the three forms of dance, DVDs or VCDs television sets | 1.Mentions and explains the forms of dance for learners 2. Guides the learners to perform different forms of dance | Explanation and copy notes into their notebooks |
| 11 | Value of dance Selected dances in Nigeria | Value of dance Selected dances in Nigeria | Learners should be able to: 1. Explain the value of dance 2. List some selected Nigeria dances | Chalkboard/magic board, textbooks, notebooks | 1.Mentions and explains the value of dance for learners to copy 2. Guides the learners to list some selected dances in Nigeria | Explanation and copy notes into their notebooks |
| 12 -13 | Revision and examination |
Nigeria School Primary Curriculum for CCA. Cultural and Creative Arts Scheme of Work for Primary 6. Universal Basic Education Curriculum
CULTURAL AND CREATIVE ARTS PRIMARY 6 THIRD TERM SCHEME
UNIFIED SCHEME OF WORK FOR GRADE SIX CCA (THIRD TERM)
| WEEK | TOPIC | CONTENTS | BEHAVIOURAL OBJECTIVES | INSTRUCTUIONAL MATERIALS | TEACHER’S ACTIVITIES | LEARNERS’ ACTIVITIES |
| 1 | CLEARING AND REVISION OF LAST TERM | 1. Supervision of learners 2. Revision of past exam questions | Learners should be able to: 1. clean school compound 2. Revise past examination questions. | Past exam questions, hoe and cutlass | 1. Supervises the learners 2. Revise past exam questions | 1. Clean school compound 2. Revise past examination |
| 2 | CARE OF TOOLS AND EQUIPMENT USED IN ARTS AND ENTERTAINMENT | materials used in the care of tools/equipment in Arts, performing Arts and entertainment | Learners should be able to: 1. identify materials used in the care of tools/equipment in arts 2. state the uses of each materials | Duster, Mops, cleaning agent, Brushes, water, Apron | 1. Explains the uses of each material in the care of Tools and equipment 2. Displays material used in the care | 1. Observe the displayed materials 2. explain how to care for a particular tool |
| 3 | Method of caring for tools and equipment | method of caring for the tools/ equipment in arts, | Learners should be able to: 1. Identify method of caring for the tools/ equipment in arts, performing arts and entertainment | Sponges, napkins, polishes etc. | Guides the learners to understand the methods used in caring for tools and equipment | Practice how to care for a particular tool/equipment |
| 4 | Value in Arts | Value means the art of moral Principles found in people Values are natural principles that people have in them which helps in retaining their ethics. It help in prolonging the life span of materials | Learners should be able le to: Describe value | Duster, napkin, mops, cleaning agent | Explain the value in arts | Copy down the note from the chalk board |
| 5 | Relationship between values and maintenance | 1. Relationship between values and maintenance are related in many ways They are both important for prolonging life span of materials 2. Necessary to upgrade productivity How to add value through the ways of recycling Recycling mean the production technique whereby a finished used product is converted back to a raw material | 1. Learners should be able to State the relationship between values and maintenance 2. Explain how to add value through maintenance  | textbook | Explains the relationship between value and maintenance | State the relationship between values and maintenance |
| 6 | recycling | Definition OF RECYCLING | Learners should be able: explain the meaning of recycling | OLD CLOTHING, glue, toys, scissors | Explains the meaning of recycling | State the meaning of recycling |
| 7 | Importance of Recycling | Importance of recycling e.g saving money, preserve the environment, avoid waste, develop new product | Learners should be able to: Mention the importance of recycling | Paper, Picture, glue etc. | Explain the importance of recycling | Leads the learners to understand the importance of recycling |
| 8 | Materials to be recycled | 1. Materials that could be recycled are plastics, Paper, wood, ceramics, cellophane, metal etc 2. Product made by recycling e.g. paper Mache products, collage, mosaic etc | Learners should be able to: 1. List and describe materials to be recycled 2. Produce recycled articles | Paper, picture, mosaics, toy etc | 1. Displays materials to be recycled 2. Displays recycled products 3. Demonstrates how to recycle a named material | 1. Observe the materials to be recycled and product got from them 2. Recycled a named material |
| 9 | INTRODUTIN TO BEADS MAKING AND THEIR USES | Meaning of beads. Beads are materials of beautification that are in the form of ornaments or jewellery and are made from broken bottles or shells, plastic etc. | Learners should be able to: 1. describe bead 2. uses of beads | Real object, chars | 1. Explains the meaning of beads 2. Demonstrates how to use beads | Copy down the note from the chalk board |
| 10. | Utilization of Natural Resources | Natural resources are free gift of nature. E.g. Iron ore, crude oil, natural gas, crushed rock, Gravel, clay, limestone, gypsum | Learners should be able to: 1. explain natural resources with examples | Charts, real object | 1. Explains the natural resources in Nigeria 2. States some examples | 1.Discuss the natural resources |
| 11 | Uses of Mineral Resources | Uses of mineral resources 1. They are means of employment 2. Earn the largest amount of money 3. Used for construction of roads and houses. 4. Used for cooking and source of energy e.g. natural gas | Learners should be able to state the uses of mineral resources | Charts, Real objects | Explains the uses of mineral resources | Mention some mineral resources in their locality |
| 12 | REVISION | |||||
| 13. | EXAMINATION |
