PICTURE MAKING  TECHNIQUES 

By the end of the lesson
the learner should be able to

1. Observe actual and virtual samples of still life compositions of fruits
2. Define the term still life drawing
3. Talk about own and others still life compositions 
   
   
   
   

1. How do one create 3D effect in drawing using smudging?
2. How does one create texture in drawing?
3. What determines the paper layout in still life drawing?

The learner is guided:

•  In groups to observe actual and virtual samples of still life compositions
• Individually create a still life comprising of assorted fruits (three) using smudge technique to show light and dark effect with emphasis on the following principles: Balance, proportion, rhythm and movement
• Elements of art: Line, Texture, Value, form
• Talk about own and others still life compositions. 

• Digital Devices Samples of artwork showing still life composition of fruits
• Bookmark Art and Craft Learners Bk. Grade 5 Pg. 1-2
• Bookmark Art and Craft Grade 5 TG Pg. 1-4

• Question and answer
• Portfolio
• Discussion,
• Observation
• Demonstration

By the end of the lesson
the learner should be able to

1. Observe actual and virtual samples of still life compositions of fruits
2. Define the term still life drawing
3. Talk about own and others still life compositions

1. How do one create 3D effect in drawing using smudging?
2. How does one create texture in drawing?
3. What determines the paper layout in still life drawing?

 The learner is guided:

• In groups to observe actual and virtual samples of still life compositions
• Individually create a still life comprising of assorted fruits (three) using smudge technique to show light and dark effect with emphasis on the following principles: Balance, proportion, rhythm and movement
• Elements of art: Line, Texture, Value, form
• Talk about own and others
  still life compositions.

• Digital Devices Samples of artwork showing still life composition of fruits
• Bookmark Art and Craft Learners Bk. Grade 5 Pg. 1-2 
• Bookmark Art and Craft Grade 5 TG Pg. 1-4

• Question and answer
• Portfolio
• Discussion,
• Observation
• Demonstration

By the end of the lesson
the learner should be able to

1. State the elements of art   
2. Create a still life composition technique to show light and dark effect
3. Talk about own and others still life compositions
4.  Appreciate the importance of drawing
   How does one create texture in drawing?
   
    

1. How do one create 3D effect in drawing using smudging?
2. What determines the paper layout in still life drawing?

The learner is guided: 

• In groups to observe actual and virtual samples of still life compositions
• Individually create a still life comprising of assorted fruits (three) using smudge technique to show light and dark effect with emphasis on the following principles: Balance, proportion, rhythm and movement
• Elements of art: Line, Texture, Value, form
• Talk about own and others still life compositions.

• Drawing paper or book
• A sharpener
• Eraser
• Piece of cotton wool or tissue
• Bookmark Art and Craft Learners Bk. Grade 5 Pg. 3-5
• Bookmark Art and Craft Grade 5 TG Pg. 4-5

• Question and answer
• Portfolio
• Discussion,
• Observation
• Demonstration

By the end of the lesson
the learner should be able to

1. Display their drawn still life compositions
2. talk about own and others still life compositions
3. Appreciate the importance of drawing 
   
   
   

1. How do one create 3D effect in drawing using smudging?
2. How does one create texture in drawing?
3. What determines the paper layout in still life drawing?

The learner is guided:

• In groups to observe actual and virtual samples of still life compositions
• Individually create a still life comprising of assorted fruits (three) using smudge technique to show light and dark effect with emphasis on the following principles: Balance, proportion, rhythm and movement
• Elements of art: Line, Texture, Value, form
• Talk about own and others still life compositions. 

• Finished still life drawing
• Display surfaces Bookmark Art and Craft Learners Bk.
• Grade 5 Pg. 6 
• Bookmark Art and Craft Grade 5 TG Pg. 5-6

• Question and answer
• Portfolio
• Discussion,
• Observation
• Demonstration

By the end of the lesson
the learner should be able to

1. Observe and identify actual or virtual samples of cross hatching techniques used in drawing cylindrical forms
2. Draw two overlapped cylindrical forms and shade using cross hatching technique to create light and dark effect.
3. Appreciate own and others work 
   
   
   

1. How do you overlap objects when drawing?
2. What is the effect of cross hatching lines
   • Closely?
   • Sparsely? 

The learner is guided:

• In groups to observe and identify samples of cross hatching techniques used in drawing cylindrical forms.
• Individually to draw two overlapping cylindrical forms from memory with emphasis on:
•  Uses of space
• Balance forms
• Proportion of forms
• Variation of lines 

• Digital devices Samples of artwork
• Bookmark Art and Craft Learners Bk. Grade 5 Pg. 7
• Bookmark Art and Craft Grade 5 TG Pg. 9-10

• Question and answer
• Portfolio
• Discussion,
• Observation
• Demonstration

By the end of the lesson the learner should be able to

1. Observe and identify actual or virtual samples of cross hatching techniques used in drawing cylindrical forms
2. Draw two overlapped cylindrical forms and shade using cross hatching technique to create light and dark effect.
3. Appreciate own and others work
   
   

1. How do you overlap objects when drawing?
2. What is the effect of cross hatching line?
   • Closely?
   • Sparsely? 

The learner is guided:

• In groups to observe and identify samples of cross hatching techniques used in drawing cylindrical forms.
•  Individually to draw two overlapping cylindrical forms from memory with emphasis on:
•  Uses of space
• Balance forms
• Proportion of forms
• Variation of lines

• Digital devices
• Samples of artwork
• Bookmark Art and Craft Learners Bk. Grade 5 Pg. 7
• Bookmark Art and Craft Grade 5 TG Pg. 9-10 

• Question and answer
• Portfolio
• Discussion,
• Observation
• Demonstration

 By the end of the lesson
the learner should be able t

1. State the effects of cross hatching
2. Use varied lines to create light and dark effect on cylindrical forms by crosshatching
3.  Appreciate own and others work 

1. How do you overlap objects when drawing?
2. What is the effect of cross hatching lines
   • Closely?
   • Sparsely? 

The learner is guided:

• To use varied lines in creating light and dark effect on the cylindrical forms by cross hatching:
• Closely spaced lines for dark effect
• Scarcely spaced lines for light effect.
• Display and discuss own and others’ work 

• A drawing paper A sharpener Eraser 
• Bookmark Art and Craft Learners Bk. Grade 5 Pg. 8-10
• Bookmark Art and Craft Grade 5 TG Pg. 11-12  

• Question and answer
• Portfolio
• Discussion,
• Observation
• Demonstration

 By the end of the lesson
the learner should be able to

1. State the effects of cross hatching
2. Display drawn still life compositions
3. Appreciate own and others work  

1. How do you overlap objects when drawing?
2. What is the effect of cross hatching lines
   • Closely?
   • Sparsely?

 The learner is guided:

• To use varied lines in creating light and dark effect on the cylindrical forms by cross hatching:
• Closely spaced lines for dark effect
• Scarcely spaced lines for light effect.
• Display and discuss own and others’ work 

• Question and answer
• Portfolio
• Discussion,
• Observation
• Demonstration

By the end of the lesson
the learner should be able to

1. Identify samples of crayon etching compositions in the actual or virtual environment
2. Explain ways of creating depth in crayon etching
3. Appraise own and others’ artwork  
   
   
   
   
   

1. What can you use to
   scratch off ink/print in crayon etching?
2. How can you create depth in crayon etching?
3. How can one overlay in crayon etching?
4. How can one make wax crayons using locally available materials? 

 Learners guided:

• In groups to observe and identify crayon etched samples in the physical and virtual environment.
• In groups to make crayons using bees wax or paraffin wax and pigment.
• Individually create a simple pictorial composition using
  the prepared crayons, Indian ink or black pigment.

• Digital devices
• Samples of actual and pictures of wax crayons
• Bookmark Art and Craft Learners Bk. Grade 5 Pg. 12
• Bookmark Art and Craft Grade 5 TG Pg. 15-18

• Question and answer
• Portfolio
• Discussion,
• Observation
• Demonstration

By the end of the lesson the learner should be able to

1. Identify samples of crayon etching compositions in the actual or virtual environment
2. Observe samples of homemade wax crayons
3. Appraise own and others’ artwork 
   
   
   

1. What can you use to scratch off ink/print in crayon etching?
2. How can you create depth in crayon etching?
3. How can one overlay in crayon etching?
4. How can one make wax crayons using locally available materials? 

Learners guided:

• In groups to observe and identify crayon etched samples in the physical and virtual environment.
• In groups to make crayons using bees wax or paraffin wax and pigment.
• Individually create a simple pictorial composition using the prepared crayons, Indian ink or black pigment.

• Card making, creating paintings, puppetry and animation, photo stories.
• Bookmark Art and Craft Learners Bk. Grade 5 Pg. 12-14
• Bookmark Art and Craft Grade 5 TG Pg. 18 

• Question and answer
• Portfolio
• Discussion,
• Observation
• Demonstration

By the end of the lesson the learner should be able to

1. Make wax crayons using bees wax or paraffin wax and pigment to use in creating crayon etched pictorial compositions
2.  Create a crayon etched pictorial composition for self- expressions.
3. Appraise own and others’ artwork 
   - 

1. What can you use to scratch off ink/print in crayon etching?
2. How can you create depth in crayon etching?
3. How can one overlay in crayon etching?
4. How can one make wax crayons using locally available materials? 

Learners guided:

• In groups to observe and identify crayon etched samples in the physical and virtual environment.
• In groups to make crayons using bees wax or paraffin wax and pigment.
• Individually create a simple pictorial composition using the prepared crayons, Indian ink or black pigment.

• Paraffin wax or beeswax
• Cooking pan
• Powder pain
• Rolled up paper
• Modelling clay
• Cutting tools
• Newspaper to protect the working space
• Bookmark Art and Craft Learners Bk.Grade 5 Pg. 13-15 
• Bookmark Art and Craft Grade 5 TG Pg. 19-21

• Question and answer
• Portfolio
• Discussion,
• Observation
• Demonstration

By the end of the lesson
the learner should be able to

1. Make wax crayons using bees wax or paraffin wax and pigment to use in creating crayon etched pictorial compositions 
2. Create a crayon etched pictorial composition for self- expressions.
   c. Appraise own and others’ artwork
   
   
   

1. What can you use to scratch off ink/print in crayon etching?
2. How can you create depth in crayon etching?
3. How can one overlay in crayon etching?
4. How can one make wax crayons using locally available materials?

 Learners guided:

• In groups to observe and identify crayon etched samples in the physical and virtual environment.
• In groups to make crayons using bees wax or paraffin wax and pigment.
• Individually create a simple pictorial composition using the prepared crayons, Indian ink or black pigment.

• Paper,
• coloured crayons,
• brush,
• scratching tool,
• soft rag,
• masking tape,
• black Indian ink  
• Bookmark Art and Craft Learners Bk. Grade 5 Pg. 16-17
• Bookmark Art and Craft Grade 5 TG Pg. 21-24

• Question and answer
• Portfolio
• Discussion,
• Observation
• Demonstration

By the end of the lesson
the learner should be able to

1. Identify actual and virtual samples of primary, secondary and tertiary colours on a colour wheel.
2. Observe samples of the colour wheel
3. Critique own and others work 
   
   
   

1. How do you create a secondary colour?
2. How do you create a tertiary colour?
3. In which order do you name tertiary colours

Learner guided to:

• In groups to identify actual and virtual samples of primary, secondary and tertiary colours on a colour.
• Individually mix two primary colours proportionately to get a secondary colour as follows:
  Red + yellow = Orange Yellow + Blue = Green Blue + Red = Violet 

• Digital devices
• Samples of drawn and painted colour wheels
• Samples of objects having different colours
• Bookmark Art and Craft Learners Bk. Grade 5 Pg. 19   
• Bookmark Art and Craft Grade 5 TG Pg. 27-28

• Question and answer
• Portfolio
• Discussion,
• Observation
• Demonstration

By the end of the lesson
the learner should be able to

1. Identify actual and virtual samples of primary, secondary and tertiary colours on a colour wheel.
2. Mix two primary colours proportionately to get a secondary colour
3. Critique own and others work 
   
   

1. How do you create a secondary colour?
2. How do you create a tertiary colour?
3. In which order do you name tertiary colours 

 Learner guided to:

• In groups to identify actual and virtual samples of primary, secondary and tertiary colours on a colour.
• Individually mix two primary colours proportionately to get a secondary colour as follows:
  Red + yellow = Orange
  Yellow + Blue = Green Blue + Red = Violet Primary colour paints, palettes
• Brushes, small containers for holding water, paper

• Bookmark Art and Craft Learners Bk. Grade 5 Pg. 20 
• Bookmark Art and Craft Grade 5 TG Pg. 28

• Question and answer
• Portfolio
• Observation
• Demonstration

By the end of the lesson
the learner should be able to

1. Mix a primary colour and secondary colour proportionately
2.  Explain how to create a tertiary colour
3. Critique own and others work  

1. How do you create a secondary colour?
2. How do you create a tertiary colour?
3. In which order do you name tertiary colours

 Learner guided to:

• In groups to identify actual and virtual samples of primary, secondary and tertiary colours on a colour.
•  Individually mix two primary colours proportionately to get a   
  Colour
  classification
•  mixing a
  primary and
  a secondary
  colour secondary colour as follows:
  Red + yellow = Orange
  Yellow + Blue = Green Blue + Red = Violet 

• Brushes, palette, paints, small containers, paper
• Bookmark Art and Craft Learners Bk. Grade 5 Pg. 21-22
• Bookmark Art and Craft Grade 5 TG Pg. 29

• Question and answer
• Portfolio
• Discussion,
• Observation
• Demonstration

By the end of the lesson
the learner should be able to

1. Identify actual and virtual samples of primary, secondary and tertiary colours on a colour wheel.
2.  Draw and paint a colour wheel to show primary colours.
3. Critique own and others work 

1. How do you create a secondary colour?
2. How do you create a tertiary colour?
3. In which order do you name tertiary colours

• Mix a primary and a secondary colour proportionately to get a tertiary colour as follows:
• Red + Orange = Red-Orange
• Yellow + Green= Yellow-Green
• Red + Violet= Red-Violet
• Draw and paint a colour wheel to show primary, secondary and tertiary colours
• Display and critique their own other’s work/

• Paint Paper
• Brushes
• Water in small containers
• Palette 
• Bookmark Art and Craft Learners Bk. Grade 5 Pg. 22-23
• Bookmark Art and Craft Grade 5 TG Pg. 29 

• Question and answer
• Portfolio
• Discussion,
• Observation
• Demonstration

By the end of the lesson
the learner should be able to

1.  Identify actual and virtual samples of collage pictures for motivation to create their own.
2. State factors considered when selecting adhesive to stick heavy or light material in collage
3. Appreciate own and others collage composition.

1. What should be considered when selecting adhesive to stick heavy or light material in collage?
2. What should be considered when selecting a support to stick on heavy or light material in collage?  

 Learner guide:

• In groups to observe and identify actual and virtual samples of collage pictures.
• Individually collect varied textured materials from the environment for example Sand, grass, leaves, tree bark, inedible seeds.
• Arrange, paste and stick the materials to create a composition on a landscape.
• Display and critique about own and others work.

• Digital devices
• Samples of collages having landscape pictorial features, samples of materials for making collage
• Bookmark Art and Craft Learners Bk. Grade 5 Pg. 25
• Bookmark Art and Craft Grade 5 TG Pg. 34-36 

• Question and answer
• Portfolio
• Discussion,
• Observation
• Demonstration

By the end of the lesson
the learner should be able to

1. Define the term collage
2. Create a mixed media collage composition based on a landscape for self- expression
3. Appreciate own and others collage composition.

1. What should be considered when selecting adhesive to stick heavy or light material in collage?
2. What should be considered when selecting a support to stick on heavy or light material in collage? 

 Learner guide:

•  In groups to observe and identify actual and virtual samples of collage pictures.
• Individually collect varied textured materials from the environment for example Sand, grass, leaves, tree bark, inedible seeds.
•  Arrange, paste and stick the materials to create a composition on a landscape. 
• Display and critique about own and others work. 

• Mixed media material, a stiff surface
• Adhesive e.g. glue Cutting tools Painting brush
• Bookmark Art and Craft Learners Bk. Grade 5 Pg. 25
• Bookmark Art and Craft Grade 5 TG Pg. 34-36

• Question and answer
• Portfolio
• Discussion,
• Observation
• Demonstration

By the end of the lesson
the learner should be able to

1. Define the term collage
2. Create a mixed media collage composition based on a landscape for self-expression.
3. Appreciate own and others collage composition. 

1. What should be considered when selecting adhesive to stick heavy or light material in collage?
2. What should be considered when selecting a support to stick on heavy or light material in collage? 

Learner guide:

• In groups to observe and identify actual and virtual samples of collage pictures.
• Individually collect varied textured materials from the environment for example Sand, grass, leaves, tree bark, inedible seeds.
• Arrange, paste and stick the materials to create a composition on a landscape.
• Display and critique about own and others work. 

• Mixed media material,
• a stiff surface
• Adhesive e.g. glue Cutting tools Painting brush
• Bookmark Art and Craft Learners Bk. Grade 5 Pg. 25
• Bookmark Art and Craft Grade 5 TG Pg. 34-36 

• Question and answer
• Portfolio
• Discussion,
• Observation
• Demonstration

 By the end of the lesson
the learner should be able to

1. Define the term collage
2. Create a mixed media collage composition based on a landscape for self-expression.
3. Appreciate own and others collage composition. 
   
   
   

1. What should be considered when selecting adhesive to stick heavy or light material in collage?
2. What should be considered when selecting a support to stick on heavy or light material in collage?

  Learner guide:

• In groups to observe and identify actual and virtual samples of collage pictures.
•  Individually collect varied textured materials from the environment for example Sand, grass, leaves, tree bark, inedible seeds.
• Arrange, paste and stick the materials to create a composition on a landscape.
• Display and critique about own and others work. 

• Completed landscape collages Display surface
• Bookmark Art and Craft Learners Bk. Grade 5 Pg. 28
• Bookmark Art and Craft Grade 5 TG Pg. 38-39 

• Question and answer
• Portfolio
• Discussion,
• Observation
• Demonstration