GES JHS-Creative-Art-and-Design-CCP-Curriculum-for-B7-B10

SUB-STRAND: STRAND: Creative Arts
2.3. Connections in Local and Global Cultures

CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES AND
STANDARD SUBJECT SPECIFIC PRACTICES
B10. 2.3.1.1.
B10. 2.3.1. Research and make connections among visual artworks that reflect the CC: Identify underlying themes,
Visual Arts history and cultures of some communities in the world and emerging global implications and issues when listening
Demonstrate the issues CC: Anticipate different responses
aptitude to from the audience and plan for them.
correlate and 1. Research, analyse and discuss any two artists or art forms, (local or global) from CG: Show a strong sense of
generate ideas different times and/or cultures that address global issues such as, ignorance, belongingness to one’s culture
from creative poverty and the environment.
artworks of CP: Preparedness to make better
contemporary 2. Document and discuss how each artist has addressed global issues that affect daily decision with information at hand
and global artists life, such as poverty, the environment. Analyse the use of media, materials,
that reflect the content and visual elements such as colour, tone, line, form, composition, texture,
history, culture, pattern.
tourism,
environment and 3. Select and compare own artwork to the selected art works in Exemplar 1above and
topical issues. show how they have addressed global issues that affect daily life such as, ignorance,
poverty, the environment.

Examples of forms the artwork could take are painting, graphic design, textile, sculpture,
weaving.

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CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES AND
STANDARD SUBJECT SPECIFIC PRACTICES
B10. 2.3.1.2.
Distinguish ways that own and others’ artworks are used to represent,
establish, emphasize, and reflect global identity.

1. Research and discuss trends in contemporary art globally and record same into
your student portfolio.

2. Compare and contrast similarities between the visual arts and other subjects or
discipline and show how an interdisciplinary approach can mitigate the challenges of
society. For example the interrelatedness between Visual Arts and Social
Studies; Music, Dance, Drama and Mathematics, etc. in finding solutions to the
socio-economic challenges of society.

3. Design an interdisciplinary project and execute it collaboratively to solve an
identified challenge in your immediate environment. Describe how the visual arts
are used to resolve the identified challenge.

For example WASH project, teanage Pregnancy, child labour, issues of SEN, etc.

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CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES AND
STANDARD SUBJECT SPECIFIC PRACTICES
B10. 2.3.2.3.
B10. 2.3.2. Identify diaspora African indigenous and art musicians in the global CG: Develop and express respect,
Music community whose works reflect the history, culture, environment recognition and appreciation of own
Demonstrate the and topical issues in Africa. and others' culture
aptitude to CG: Show responsibility for things
correlate and 1. .Select one African diaspora indigenous or popular musician and assess his/her within the environment
generate ideas contribution to the society. CC: Ability to combine Information and
from indigenous ideas from several sources to reach a
creative musical 2. Transcribe any song in the global world that promotes and sensitises the public on conclusion
forms and emerging topical issue such as climate change, galamsay, sanitation, energy waste, PL:Take on different `roles in their team
contemporary water, disease, terrorism, war, democracy, etc. to complete a task.
/global musical
works that reflect B10. 2.3.2.4. CC: Explain ideas in a clear order with
the history, Appreciate and appraise one African diaspora indigenous and one African relevant detail, usingsubject specific
culture, tourism, diaspora popular musician within the global community based on their vocabulary.
environment and style, instruments, song themes, form, dance movements, etc. CG: Exhibit a sense of nationality and
topical issues. 1. Research, select and document one African diaspora indigenous musician and one global identity
African diaspora popular musician within the global community based on their
style, instruments, song themes, form, dance movements, etc.
2. Compare and contrast one African diaspora indigenous musician and one African
diaspora popular musician.

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CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES AND
STANDARD SUBJECT SPECIFIC PRACTICES
B10 2.3.3.5
B10. 2.3.3. Analyze creative artworks of the global community and other artists and CI - Can see the importance of including
Dance and Drama use their creative ideas to create own dances and plays based on their all team members in discussions and
Demonstrate the history, culture environment and topical issues. actively encourage contributions from
aptitude to 1. Discuss and document some important aspects of history, culture, topical issues their peers in their team.
correlate and in the global village or other places that are reflected in the selected dance or
generate ideas play. CP – Ability to identify important and
from creative appropriate criteria to evaluate each
artworks of B10 2.3.3.6 alternatives
contemporary Plan and display own or other artists’ dance and drama works based on
and global dance the knowledge gained from the global village or other contemporary PL – Ability to monitor team members to
and drama artworks. ascertain progress.
artistes that 1. Set a date, rehearse and perform own dance or play based on the knowledge
reflect world gained from analyzing selected dance and plays of artists of the global village or
history, culture, other contemporary artworks.
tourism,
environment and B10 2.3.3.7
topical issues. Organise an appreciation of own dance and/or plays or those of other
artistes in Africa or other places based on knowledge of world
cultures, history, environmental and personal responses to creative
arts globally.
1. Arrange for the viewing and analysis of own dance or drama performance, own or
video of others, and evaluate how the historical, cultural and topical issues across
the globe or other places were appropriately reflected in the performance.

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CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES AND
STANDARD SUBJECT SPECIFIC PRACTICES
DL: Knowledge and recognition of
B10. 2.3.4.1 ethical use of information
CI: Ability to merge simple/ complex
B10. 2.3.4. Research and document the professional ethics of the associations that ideas to create novel situation or thing
belong to the creative arts industry, i.e. MUSIGA/ACTORS’ CC: Ability to keep group working on
Visual Arts, Music, GUILD/GAVA/GATA/PATAG. relevant activities
dance and Drama PL: Ability to set and maintain personal
Demonstrate 1. Compare the code of professional conduct for MUSIGA and the ACTORS’ standards and values
understanding of GUILD, GAVA, PL: Ability to manage time effectively

the professional 2. Examine a case of prejudice, discrimination and gender bias in the creative arts
ethics and industry.
organizational
behaviours in the B10. 2.3.4.2

creative arts Develop an interdisciplinary proposal for establishing and managing an
industry and arts event.
develop a proposal
to establish and 1. Collaborate with colleagues in other subject areas to develop a proposal for an
manage an interdisciplinary entrepreneurial project.

interdisciplinary 2. Disseminate the project ideas to an interdisciplinary audience by giving a
entrepreneurial presentation.
project.
3. Reflect and refine proposal using the feedback from the appraisal and review
comments for future use.

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CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES AND
STANDARD SUBJECT SPECIFIC
PRACTICES

B10. 2.3.5. B10. 2.3.5.1
Visual Arts, Determine the concept and role of entrepreneurship and entrepreneurs in
Music, dance Creative Arts and Design.
and Drama 1. Research to define and document the concept of entrepreneurship and entrepreneur
Demonstrate for sharing and discussion.
understanding of 2. Determine the factors that engender and sustain entrepreneurship and
entrepreneurship entrepreneurs for reflection and sharing.
and how to 3. Find out and analyse information on types and factors that engender and sustain
establish, manage entrepreneurship.
and sustain small
business in Examples of factors: Interest/ passion; strength
Creative Arts Types: Sole proprietorship
and Design. Knowledge, Competence/skill: market niche, material resources, capital (financial
literacy) Location, human resource
B10. 2.3.5.2
Demonstrate the knowledge, skills, competencies, attitudes, etc. required
for entrepreneurship in Creative Arts and Design disciplines.

1. Research to determine and analyse knowledge, skills, competencies, attitudes, etc.
required for entrepreneurship in Visual Arts / Music / Dance and Drama.

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UNPACKING THE CORE COMPETENCES OF THE STANDARD BASE CURRICULUM (NaCCA)

SUB-SKILLS (KG 1-2) SUB-SKILLS (B1 -6) SUBSKILLS (B7- 10)

PRESENTIN TEAM PRESENTI TEAM LISTENIN PRESENTI TEAM
G WORK G NG WORK
COMMUNICATION AND COLLABORATION LISTENING LISTENING NG WORK

Listen to Speak Take turns Listen and ask Ability to Take on Identify Speak Demonstrat
others for a clearly to in relevant accurately different roles words or
short time convey conversatio questions produce in their team sentences clearly and e behaviour
simple ideas. n based on sounds in to complete a in context
what was words task. or explain and skills of
heard appropriat
ely ideas. working

Share a towards

narrative group goals

or

extended

answer

while

speaking to

a group

Listen and Convey Make a Listen to Apply and Relate with Interpret Explain Understand
follow simple simple contribution multiple vary pitch, team and correctly ideas in a and use
instructions answers or towards a speakers, loudness, find ways to and clear order interpersona
thoughts. task as part retain the intonation resolve a respond to with l skills
of a group. information and quality disagreemen non- verbal relevant
and give a of voice t communica detail,

basic account tion such using
as facial conjunctio
Identify and expression ns to
explain the s, cues and structure
different gestures and
purposes of speech.
speech
Understand Identify and Logically Think Provide Apply Understand
sound in usual visual order beyond roles during
words means such informatio their task feedback in appropriat group
as drawing n in a way and actively activities
and figures that could support areas of e diction
to express be other team
ideas understoo members to ideas, and
d by an complete
audience. their task. organisatio structure

n, voice, sentences

word correctly

choice and for

sentence narrative,

fluency in persuasive,

communica imaginative

tion and

expository

purposes

Follow and Use Help team Identify Anticipate Ability to
take part in a appropriat make underlying different keep group
group e language decisions themes, responses working on
discussion structure and make implication from the relevant
and express and own s and audience

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opinions gesture to suggestions. issues and plan activities
engage when for them.
Apply audience. listening
prewriting
skills and Identify Understand Identify Can vary Can see the
strategies to and usual and relate and analyse the level of importance
generate visual with others different detail and of including
ideas, clarify means meaningfully points of the all team
purpose and such as views of language members in
define drawing speaker use when discussions
audience and figures presenting and actively
to express to make it encourage
ideas appropriat contribution
e to the s from their
audience. peers in
their team

Ability to Ability to
contribute work with
ideas and all group
resources members to
for complete a
presentation task
of findings successfully

Understand Effectively
and do perform
different multiple
kinds of roles within

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activities to the group
help group
complete a Demonstrat
task e an
successfully awareness
of the wider
Help identify team
group goals dynamics
and show and work
commitmen against
t to group negative
goals conflict in
the team
Understa
nd and be
empathic
of group
members

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SUB-SKILLS (KG 1-2) SUB-SKILLS (B1 -6) SUBSKILLS (B7- 10)

CRITICAL THINKING AND PROBLEM SOLVING CRITICAL PROBLEM CRITICAL PROBLEM CRITICAL PROBLEM
THINKING SOLVING THINKING SOLVING THINKING SOLVING

Can weigh Following Identify and Ability to Ability to combine Ability to effectively
options and instructions to explain simple understand Information and ideas define goals towards
make a choice solve a problems features of a from several sources to solving a problem
problem. problem reach a conclusion

Ask for help Ask for support Have the desire Ask for support Analyse and make distinct Ability to explain plans
when need be, to solve a
where and in overcoming to find extra problem. judgment about for attaining goals
whom.
difficulties. information. viewpoints expressed in

an argument

Come up with Identify extra Create simple logic trees Identify important and
different ways to information to
solve a problem. solve a problem. to think through appropriate

problems alternatives

Use pros and Appreciate and Generate hypothesis to Ability to identify
cons to pick the explain the many help answer complex important and
best way of different ways problems appropriate criteria to
solving a simple evaluate each
problem alternatives

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Identify and Articulate a Can effectively evaluate Ability to select
demonstrate problem and the success of solutions alternative(s) that
misconceptions evaluate they have used to adequately meet
about a alternative attempt to solve a selected criteria
generalised possible solutions complex problem
concept or fact
specific to a task
or situation

Demonstrate a thorough Preparedness to recognise
understanding of a and explain results after
generalised concept and implementation of plans
facts specific to task or
situation

Provide new insight into Implement strategies
controversial situation or with accuracy
task

Identify and prove
misconceptions about a
generalised concept or
fact specific to a task or
situation

Identify and explain a
confusion, uncertainty, or
a contradiction
surrounding an event

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Develop and defend a
logical plausible
resolution to a confusion,
uncertainty or
contradiction
surrounding an event

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SUB-SKILLS (KG 1-2) SUB-SKILLS (B1 -6) SUBSKILLS (B7- 10)

PERSONAL PERSONAL PERSONAL

DEVELOPMENT LEADERSHIP DEVELOPMENT LEADERSHIP DEVELOPMENT LEADERSHIP

PERSONAL DEVELOMENT AND LEADERSHIP Ability to describe Show desire Development of Ability to assign Build a concept and Ability to serve
one’s feeling. and self-awareness to roles to group
preparedness recognise strengths members understanding of one's group members
to take and weaknesses.
initiatives self (strength and effectively

weaknesses, goals and

aspiration, reaction

and adjustment to

novel situation)

Ability to describe Exhibit Recognise one's Ability to identify Demonstrate sense of Division of task into
team mates’ knowledge of emotional state and when members feeling or belongingness solvable units and
feelings. duties expected preparedness to need support or to a group assign group
of them control their assistance. members to task
emotions units

Appreciation of one’s Desire to accept Delegate Recognise one's emotional Ability to manage
appearance and others’ one's true self and responsibility state and preparedness to time effectively
overcome among peers and apply emotional
weakness encourage them intelligence

Ability to set and Contribute to team Ability to understand Ability to manage and
maintain personal discussion to reach one's personality trait resolve conflict
standards a consensus on
which action to
take.

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Assign tasks and Desire to accept one's Ability to monitor
help team mates. true self and overcome team members to
Resolve weakness ascertain progress
disagreements
between peers. Ability to set and maintain Ability to mentor
personal standards and peers
values

© NaCCA, Ministry of Education 2020 Actively promote
effective group
interaction and the
expression of ideas
and opinions in a way
that is sensitive to
the feelings and
background of others

Actively assist
group identify
changes or
modifications
necessary in the
group activities
and work towards
carrying out those
changes

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SUB-SKILLS (KG 1-2) SUB-SKILLS (B1 -6) SUBSKILLS (B7- 10)

CULTURAL IDENTITY AND GLOBAL CITIZENSHIP CULTURAL GLOBAL CULTURAL GLOBAL CULTURAL GLOBAL
IDENTITY CITIZENSHIP
CITIZENSHIP IDENTITY CITIZENSHIP IDENTITY

Exhibit Exhibit Exhibit Identify and Show a strong sense of Understanding of
awareness of knowledge of awareness of appreciate belongingness to one’s influences of
family name taking care of the common cultural different cultures culture globalisation on
environment practices, beliefs, of the world traditions,
norms and values languages and
cultures

Ability to exhibit Show Exhibit skills in Desire and Develop and exhibit Recognise
knowledge of acknowledgement evaluating beliefs, preparedness to ability to defend one's resistance to global
acceptable and appreciation ethics and norms derestrict one's cultural beliefs, practices that are
manners of others' culture self from thing practices and norms inimical to our
one knows, love culture
and comfortable
with and give in
for appropriate
change

Believe in basic Show Assess and Ability to think Develop and express Know the global
cultural responsibility for accept cultural deeply and respect, recognition discourse about the
practices things within the dynamism critically about and appreciation of roles of males and
environment practices that are others' culture females

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equitable and just
globally

Develop Understand the Develop and exhibit a Exhibit a sense of
confidence in need to desist sense of cultural nationality and
standing up for from practices identity global identity
one's belief and that are harmful
norms to our planet Adjustment to the
demands of customs,
traditions, values and
attitudes of society

SUB-SKILLS (KG 1-2) SUB-SKILLS (B1 -6) SUBSKILLS (B7- 10)

CREATIVTY AND KNOWLEDGE, REFLECTION KNOWLEDGE, REFLECTION KNOWLEDGE, REFLECTION
INNOVATION UNDERSTANDING, AND UNDERSTANDING, AND UNDERSTANDING, AND
SKILLS AND EVALUATION SKILLS AND EVALUATION SKILLS AND EVALUATION
STRATEGIES STRATEGIES STRATEGIES

Role play real world Imagining and Exhibit skill of Preparedness Ability to look at Exhibit strong
to reflect on
settings seeing things inquisitiveness and approaches to alternatives in creating memory,

intuitive thinking;

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differently curiosity creative task new things and respond
and evaluate appropriately
the
effectiveness of
tools used

Ability to imagine Preparedness Ability to think Ability to select Ability to merge Ability to reflect
different things to share independently; the most simple/ complex ideas on approaches
experiences respond to ideas, effective to create novel to creative task
Exhibit skills of being and express questions, tasks or creative tools situation or thing and evaluate the
inquisitive and thinking behind problems in a for working and effectiveness of
curious thoughts and different way give reasons tools used
processes
Generate multiple Being open- Identification of Ability to select
ideas from initial minded, requirements of a the most
idea. adapting and given situation and effective creative
modifying ideas justification of more tools for
to achieve than one creative tool working and
creative results that will be suitable preparedness to
give explanations

Ability to think Identify and use Look and think Ability to visualise Imagining and
independently; different component about things alternatives, seeing seeing things in a
respond to ideas, of ideas to create from different possibilities, problems different way
questions, tasks or new things. perspective and challenges

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problems outside Use mind mapping as Recognise and Ability to try Anticipate and
the box a creative tool to generalise alternatives and fresh overcome
support how to information and approaches difficulties
© NaCCA, Ministry of Education 2020 generate, develop experience ; relating
and link ideas. search for trends initiatives
and patterns

Use of skills of Interpret and Understand and use Being open-
visualising apply learning in analogies and minded, adapting
alternatives, seeing new context metaphor and modifying
possibilities, ideas to achieve
problems and Make Putting forward creative results
challenges observations constructive
about others’ comments, ideas, Look and think
Putting forward perspective and explanations and new about things
constructive values ways of doing things differently and
comments, ideas, from different
explanations and Reflect on work perspective
new ways of doing and explore
things thinking behind Recognise and
thoughts and generalise
Generate and merge processes information and
simple ideas experience ;
search for trends
and patterns

Interpret and

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new context
Reflect on work
and explore
thinking behind
thoughts and
processes

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SUB-SKILLS (KG 1-2) SUB-SKILLS (B1 -6) SUBSKILLS (B7- 10)

PHOTO-VISUAL SOCIO- PHOTO-VISUAL SOCIO- PHOTO-VISUAL AND SOCIO-EMOTIONAL
AND EMOTIONAL AND EMOTIONAL AND INFORMATION AND
INFORMATION AND INFORMATION REPRODUCTION LITERACY REPRODUCTION
LITERACY REPRODUCTION LITERACY

Communicate Ability to Ability to Use synthetic Ability to ascertain Understand
appropriately with handle and research and and dynamic when information is sociological and
digital tools manipulate communicate thinking abilities needed and be able to emotional aspects
simple digital information to create identify, locate, of work in
DIGITAL LITERACY tools meaningful new evaluate and effectively cyberspace
combinations use them to solve a
from existing problem
information

Exhibit Show care for Understand and Create and use Ability to recognise and Use digital tools to
understanding of digital tools undertake offline digital content
skills in using reading avoid traps in create novel things
digital devices Learn to use digital
Communicate content in an online cyberspace
appropriately space
with digital tools Ability to find and Adhere to behavioural
consume digital protocols that prevail
content in cyberspace

Exhibit Understand Ability to construct Recognition of
understanding of appropriate and
skills in using inappropriate knowledge from a non- societal issues
behaviour in
linear hyper textual raised by digital

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digital devices cyberspace and navigation technologies
their implications

Communicate Apply safest Evaluate the quality and Knowledge and
appropriately online practices validity of information recognition of
with digital tools ethical use of
Understand and Preparedness to make information
Recognise apply proper social better decision with
ownership of habits in cyberspace information at hand
information

Decode and
understand
photo-visual
messages easily
and fluently

• Please note these inclusivity issues:

• The core competencies outlined in this document must be assessed with consideration of people with special needs
(physical disabilities, learning disabilities etc.). Consider the use of realia for those with visual disabilities and visual
learners.

• A system of creating alternatives for task must also be adopted.

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