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Arts and culture

Grade 6

Personal and social skills

Module 1

Visual arts: colour

Activity 1: (individual)

[lo 3.6]

A quantity of fruit and vegetables is arranged in the classroom. You must select a portion of what you see to draw and then to paint. But first make a small rectangular frame that will help you to select a portion of what you see to make a satisfactory composition.

Take a piece of paper, fold it in half and then cut or tear:

Look through the frame and select the part of the arrangement that you want to draw. Before you begin to draw, answer the following questions:

I can’t see more than three fruits and/or vegetables inside my frame. Is this true or false?

The fruit or vegetable with the strongest colour are more or less in the middle of my frame. True or false?

What I see through my frame does not make one side look heavier than the other side. True or false?

If one or more of the statements are false, you must move your frame so that it will be true.

Draw the portion you see through your frame on your paper.

Choose any geometric shape, for example a circle, a square, a rectangle, etc. and draw this over your drawing. Paint everything inside of the geometric shape with warm colours and everything outside of the shape with cold colours. Ask your educator to tell you about warm and cold colours.

Then use primary colours to paint the fruit or/and vegetables. Remember that you can mix them to make secondary colours. You can also use black and white to make your colours darker or lighter. You may mix your primary and secondary colours so as to get tertiary colours.

ASSESSMENT

The learner is able to: 1 2 3 4
Follow instructions
Accept responsibility for their own work
Distinguish between warm and cold colours
Create a satisfactory composition
Use tertiary colours
Create light and dark tone values

Activity 2: (group work/individual)

[lo 3.6]

Working in your groups, each of you will now be making a fruit or vegetable from paper maché . This fruit/vegetable will be one that is indigenous to Africa. (Paper maché is a mixture of starch or wallpaper glue and torn up pieces of newspaper.)

Use the round shapes that your educator has asked you to bring to school and paste down the first layer of pieces of paper which have been soaked in the starch or wall paper glue. Make sure that your pieces of paper overlap!

Once this has dried a little, you must apply the second layer on top of the first and continue in this way. To build the shape of the fruit you will have to use the paper maché almost like clay – take some of the pieces of soaked paper in your hand and squeeze out the excess moisture/glue/starch. You can then form this into the shapes you need to add to the basic round shape.You are building a three-dimensional object . This is not flat like a piece of two-dimensional (length and breadth) paper.

When the fruit or vegetable you are making has dried and has become hard, it can be painted. Each group must decide together what to do with their fruit and vegetables. You could put it into a bowl or use it as props for the drama classes.

ASSESSMENT

The learner is able to: 1 2 3 4
Take part in a group activity
Contribute to group work, discussion and planning
Accept cultural differences
Accept the opinions of others
Create three-dimensional forms

Assessment

Learning Outcomes(LOs)
LO 3
PARTICIPATION AND COOPERATION The learner is able to display personal and social skills while participating in arts and culture activities as an individual and in a group.
Assessment Standards(ASs)
We know this when the learner:
GENERALIn regard to 3.1 – 3.6 below:
  • cooperates with other group members during arts activities;
  • is able to make his or her own contribution within the group;
  • accepts fellow learners;
VISUAL ARTS(3.6)
  • shares resources, choice of materials and negotiates choice of subject matter in group project with other learners, with focus on:
  • joint decision-making;
  • presentation;
  • safety;
  • the environment;
  • cultural diversity.

Questions & Answers

explain and give four Example hyperbolic function
Lukman Reply
The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the fraction, the value of the fraction becomes 2/3. Find the original fraction. 2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
SABAL Reply
1. x + 6 2 -------------- = _ x + 9 + 6 3 x + 6 3 ----------- x -- (cross multiply) x + 15 2 3(x + 6) = 2(x + 15) 3x + 18 = 2x + 30 (-2x from both) x + 18 = 30 (-18 from both) x = 12 Test: 12 + 6 18 2 -------------- = --- = --- 12 + 9 + 6 27 3
Pawel
2. (x) + (x + 2) = 60 2x + 2 = 60 2x = 58 x = 29 29, 30, & 31
Pawel
ok
Ifeanyi
on number 2 question How did you got 2x +2
Ifeanyi
combine like terms. x + x + 2 is same as 2x + 2
Pawel
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
mariel Reply
Mark = x,. Don = 3x + 1 x + 3x + 1 = 113 4x = 112, x = 28 Mark = 28, Don = 85, 28 + 85 = 113
Pawel
how do I set up the problem?
Harshika Reply
what is a solution set?
Harshika
find the subring of gaussian integers?
Rofiqul
hello, I am happy to help!
Shirley Reply
please can go further on polynomials quadratic
Abdullahi
hi mam
Mark
I need quadratic equation link to Alpa Beta
Abdullahi Reply
find the value of 2x=32
Felix Reply
divide by 2 on each side of the equal sign to solve for x
corri
X=16
Michael
Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
Beyan
yes i wantt to review
Mark
use the y -intercept and slope to sketch the graph of the equation y=6x
Only Reply
how do we prove the quadratic formular
Seidu Reply
please help me prove quadratic formula
Darius
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
Shirley Reply
thank you help me with how to prove the quadratic equation
Seidu
may God blessed u for that. Please I want u to help me in sets.
Opoku
what is math number
Tric Reply
4
Trista
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
can you teacch how to solve that🙏
Mark
Solve for the first variable in one of the equations, then substitute the result into the other equation. Point For: (6111,4111,−411)(6111,4111,-411) Equation Form: x=6111,y=4111,z=−411x=6111,y=4111,z=-411
Brenna
(61/11,41/11,−4/11)
Brenna
x=61/11 y=41/11 z=−4/11 x=61/11 y=41/11 z=-4/11
Brenna
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
the operation * is x * y =x + y/ 1+(x × y) show if the operation is commutative if x × y is not equal to -1
Alfred Reply
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Source:  OpenStax, Arts and culture grade 6. OpenStax CNX. Sep 08, 2009 Download for free at http://cnx.org/content/col11007/1.1
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