Republic of Zambia

Ministry of Education

ART AND DESIGN

TEACHING MODULE

Form 1 -Term 1

Developed Curriculum Development Centre

Lusaka
2025

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Republic of Zambia

Ministry of Education
Directorate of Curriculum Development

The Curriculum Development Centre

TEACHING MODULE
Form 1 – Term ONE

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Content
Copyright .................................................................................................. Error! Bookmark not defined.
Authors: .................................................................................................................................................. iv
Preface .....................................................................................................................................................v
Acknowledgements ................................................................................................................................ vi
Introduction .............................................................................................................................................1
Icons used ................................................................................................................................................2
1.1 INTRODUCTION TO ART, CRAFTS AND DESIGN ..................................Error! Bookmark not defined.
1.1.1 SUBTOPIC: ART AWARENESS AND APPRECIATION ................................................................................................
1.1.2 SUBTOPIC: CAREERS IN ART AND DESIGN ............................................................................................................
1.1.3 SUBTOPIC: VISUAL ARTS ..........................................................................................................................................
1.1.4 SUBTOPIC: PIONEERS OF ZAMBIAN VISUAL ARTS .................................................................................................
1.1.5 SUBTOPIC 5: ELEMENTS OF ART ..............................................................................................................................
1.1.6 SUBTOPIC 6: PRINCIPLES OF ART .............................................................................................................................
1.1.7 SUBTOPIC: BASIC SHAPES ........................................................................................................................................
1.1.8 SUBTOPIC 8 -TYPES OF SHADING .............................................................................................................................
1.1.9 SUBTOPIC 9: DIFFERENT TEXTURES ........................................................................................................................
1.2 HISTORY OF ZAMBIAN ART ..............................................................................................................23
1.2.1 SUBTOPIC: PRE-HISTORIC ROCK ART OF ZAMBIA ..................................................................................................
1.2.2 SUBTOPIC 2: TRADITIONAL CRAFTS .......................................................................................................................
1.3 INTRODUCTION TO COLOUR .............................................................. Error! Bookmark not defined.
1.3.1 SUBTOPIC 1 - TYPES OF COLOURS ..........................................................................................................................
1.3.2 SUBTOPIC: COLOUR SCHEMES ................................................................................................................................
1.4.1 SUBTOPIC: TOOLS AND MATERIALS .......................................................................................................................
1.4.2 SUBTOPIC 2 - TYPES OF DRAWING AND PAINTING .................................................................................................
1.4.3 SUBTOPIC 3 - FORMS OF DRAWING .......................................................................................................................
1.5 GRAPHIC DESIGN ............................................................................................................................. 34
1.5.1 SUBTOPIC 1 - LETTERING .........................................................................................................................................
REFERENCES .......................................................................................................................................... 37

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© Curriculum Development Centre 2025
All rights reserved. No parts of this publication may be reproduced, stored in a retrieval
system or transmitted by electronic, mechanical, photocopying, recording or other means,
without the prior permission of the Curriculum Development Centre.

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Authors

Names Positions ORG/SCH

Chileshe Christopher (PhD) Senior Lecturer Fine Arts Chalimbana University
Kalala K Noah Head of Section Expressive Art Mufulira Col of Edu
Katongola T Cecilia Deputy Head/ Examiner Chibolele Seconadry
School
Mwiba Herbert Head of Dept. Expressive Arts Nyimba Boarding School
Mwenya Precious Art Teacher/ Consultant Kikombe Secondary
School
Mooya Cyprian President EATAZ Kalonga Secondary
School
The Curriculum Development Centre would like to extend its sincere appreciation to the
following coordinators for their exceptional leadership, tireless dedication, and outstanding
contribution to our efforts.

Coordinators
Musonda Joackim Senior Curriculum Specialist: Social Sciences - CDC
Walima M Charles Senior Curriculum Specialist EA-CDC
Makungu Kelvin Curriculum Specialist Art & Design –CDC

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Preface
The Art and Design Teaching Module for Form 1 has been developed in response to the
introduction of the Competence-Based Curriculum (CBC), a transformative initiative
aimed at enhancing education quality and relevance.
This teaching module is designed to support teachers in effectively delivering Art and Design
lessons under the new curriculum. Its primary objectives are to; bridge the gap created by the
absence of approved textbooks and equip teachers with practical skills and assessments
tailored to learners' needs and levels
As the Ministry of Education, we acknowledge the challenges associated with transitioning to
a new curriculum. Consequently, this module reflects our commitment to providing teachers
with structured guidance, suggested activities, and formative and summative assessments
aligned with the CBC's objectives.
While this module serves as a foundational resource, we encourage teachers to supplement it
with their own research and innovations to address potential gaps during implementation. The
suggested activities and assessments are designed to foster practical and critical thinking
skills in learners, ensuring relevance and adaptability across diverse school contexts.
Teachers are encouraged to tailor these suggestions to their unique classroom dynamics and
explore alternative approaches when necessary. We hope this module will empower teachers
to navigate the new Competence-Based Curriculum with confidence, inspiring and equipping
learners with essential competencies, knowledge, skills and values.

Joel Kamoko (Mr.)

Permanent Secretary- Educational Services
MINISTRY OF EDUCATION

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Acknowledgement
The Art and Design Teaching Module for Form 1 is the culmination of a collaborative and
inclusive development process. The Ministry of Education wishes to express appreciation to
all those who participated in the processes of developing the first ever Module for Form 1 and
their valuable contributions. Their invaluable input and expertise have enriched the content
and quality of this teaching module.
We also acknowledge the dedication and hard work of the staff at the Curriculum
Development Centre, whose tireless efforts ensured the successful completion of the Art and
Design Teaching Module process.
Thank you all for your contributions.

Charles Ndakala (Dr.)

Director - Curriculum Development
MINISTRY OF EDUCATION

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Introduction

Welcome to this comprehensive module on Art and Design. This module is designed to
introduce form 1 Educators to the fundamental principles and practices of art and design,
encompassing various categories, branches and styles. Learners will explore the significance
of art awareness and appreciation, covering visual, performing, and literary arts.
Through this module, educators will gain a deeper understanding of:
 Categories and branches of art
 Art styles
 Prehistoric rock art and its cultural significance
 Colour theory and its applications
 Studio practice in art and design
 Tools and materials in drawing and painting
 Graphic design fundamentals
By the end of this module, form 1 educators will be equipped with the knowledge and skills
to promote art awareness and appreciation and to develop their students' creative, technical,
and critical thinking skills.

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Icons used

Summary Terms/Vocabulary

Assessment Tips

Activities

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1.1 INTRODUCTION TO ART, CRAFTS AND DESIGN
Introduction
In this topic learners should be introduced to various categories and branches of art, so that
they develop a deeper understanding and valuing of the arts, enriching their lives and broader
cultural experiences. This will help the learners to link what they already know and what is
being introduced. You should ensure that learners realize that art awareness and appreciation
covers categories of art which includes visual arts (painting, drawing, sculpture, photography
and print making) performing arts (music, dance, theater and film) and literary arts (poetry,
fiction, drama, and creative writing).
Furthermore, they should know the branches of Art; Fine Art, Applied Arts and Decorative
Arts by applying appreciation skills such as observation, analysis, evaluation and
contextualization. Learners should be exposed to Art movements and styles like Renaissance
Art, Modern Art and Contemporary Art. Learners must be encouraged to dialogue and think
critically about Art and its significance.

General Competences: Critical thinking, Analytical thinking, Collaboration,

Communication

Key words/terms/vocabulary:
 Visual Arts: (crafts, painting, drawing, sculpture, photography…)
 Performing Arts: (music, dance, theatre…)
 Literary Arts: (poetry, fiction, drama…)
 Fine Arts
 Artefacts…

1.1.1 SUBTOPIC: ART AWARENESS AND APPRECIATION

Introduction
In this Subtopic, the focus is on art Awareness and Appreciation which covers categories of
art which includes, Visual arts such as painting, drawing, sculpture, photography and print
making. Learners should be guided to comprehend Applied Arts which focuses on practical
skills.
1.1.1.1 Specific Competence: Categorise branches of Art

Learning Activities
Learning Environment set up: in-door and out-door (natural, artificial, technology)

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Suggested Teaching and Learning materials
i. On-line resources such as (art station, YouTube…)
ii. Ready-made photos/illustrations/ pictures
iii. Visual arts resources such as sketchbooks, paper, paint
iv. Artifacts
v. Sound systems

Activity 1: Defining Art

Brainstorming
Task 1: Learners to discuss what art means to them and categorize art into performing (like
dance and theatre…), literary (poetry, stories…), and visual (paintings, sculptures…) art
forms.

Tip:
Encourage learners to define the meaning of art in general by displaying different pictures
depicting various art branches, (Performing Arts, Visual Arts, Fine Arts and Digital Arts.

Discussion
Task 2: Learners to create posters or digital collages illustrating each type of art, explaining
their definitions.

Tip:
Ask learners to create posters or digital collages illustrating each type of art, explaining their
definitions.
Activity 2: Categorizing Branches of Art: (Visual Art, performing Arts, Digital Art…)
Discussion and field-trip
Task 1: Learners in groups to undertake a gallery walk or virtual tour where examples of
visual art, performing arts (videos of dance performances or theatre excerpts), and digital art
(websites, digital illustrations) are exhibited.

TIP:
Learners shall be tasked to create a mind map or infographic categorizing different branches
of art they discovered, with examples and brief descriptions for each.
NOTE: In an event of not having gallery facilities in a locality, prepare a selection of
artworks, videos or digital images representing different branches of art that shall meet the
specific learning competences. Use multi-media to enhance the learning process.
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Activity 3: Visiting Different Places Where Art is Found.
Field trip
Task 1: Learners should:
o Visit local art galleries, museums, cultural centres or out-door murals if physical visits
are not feasible, take virtual tours of museums e.g google arts and culture sites
o Document their observations as per tour- study findings
o Prepare a short oral presentation about their favourite piece of art from the visit,
discussing why it resonates with them

Tip:
1. Give learners a structured observation guide including: work titles/ message
interpretation and how the work resonates with the learners’ insight.
2. Co-ordinate with local art institutions or arrange guest speakers/ artists, if the field trip
is not possible.

Activity 4: Critiquing Various Artworks

Critique
Task 1: Critique identified/ readily made artefacts they were exposed to during art gallery
reviews.
Task 2: Write a critique or create a video presentation sharing analysis of one artwork.

Tip:
1. Teach basic art critique methods to learners (how to analyse, interpret, describe,
judge …)
2. Encourage positive discussion where varied interpretations are given
3. Provide learners with different artworks (prints, digital images, or videos)
representing various styles and periods.
4. Guide them through structured critique sessions where art elements are conveyed and
interpreted.
5. Guide learners in the process of identifying and critiquing various artworks.

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Expected Standard: Branches of Art categorised accordingly

Assessment
 Make an assessment to ensure that learners develop a deeper comprehension and
valuing of the arts.
 Prepare learning tasks during (learning sessions) and after (carry-home tasks) the
allocated time for practical and oral assessments based on Branches of Art to
determine competences of the learner.

Summary
This subtopic looked at Art Awareness and Appreciation, it covered categories of art which
included:
 Visual arts (painting, drawing, sculpture, photography and print making)
 Performing arts (music, dance, theater and film) and
 Literary arts (poetry, fiction, drama, and creative writing)

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1.1.2 SUBTOPIC: CAREERS IN ART AND DESIGN
Introduction
In this subtopic, learners shall be introduced to some job opportunities in Art so that they can
understand the job descriptions of various areas of Art and Design such as, General Arts, Fine
Arts, Crafts and Commercial Art.
Under careers in Art and Design, there are a number of job descriptions which include: (Art
Teachers, Lecturers, Curators, Painters, Drawers, Sculptors, Craftsmen, Potters, Textile
artists, Jewellers, Weavers, Sign Writers, Graphic Designers, Furniture Designer, Fashion
Designer, Architects, Product Designers, Interior Designers Illustrators, Cartoonist,
Landscape Designers...)
1.1.2.1 Specific competence Classify careers in Art

Learning activities
Learning Environment set up: in-door and out-door (natural / artificial and technological)
Suggested Learning & Teaching Materials:
i. Charts and diagrams on art careers
ii. Videos/documentaries about professionals in different art fields
iii. Printed career profiles with job descriptions and educational requirements
iv. Art and Design textbooks and literature
v. Matching Artworks to Specific Artists

Activity 1: Classifying Careers in Art (Art Teacher, Fabric Designer, Curator...)

Brainstorming Session
Task 1: Learners to list different careers related to Art and Design and categorize them under
various fields (education, fashion, museum work, digital art, fine arts…)
Role-Play
Task 2: Assign learners to dramatize on various art careers

Career Projects
Task 3: Each learner to create an art work to do with an art career of their choice (the learner
must exhibit job description, required skills…)

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TIPS
1. Invite guest speakers from various art careers to share their insights and experiences
2. Engage in online tutorials related to art careers

Gallery Walk and Discussion

Task 1: Discuss images of famous artworks and have learners match them to their creators.

Tips:
Introduce famous artists from different time periods and styles (Henry Tayali, Cynthia Zukas,
Caleb Chisha…)
Research
Task 2: Learners to research on different artists and create short biographies and present their
findings.

Tips:
1. Provide different paintings or sculptures and ask learners to analyze styles, techniques,
and common themes used by artists.
2. Provide clues or hints about artists’ unique styles to help learners make connections.

Expected Standard: Careers in Art classified appropriately

Assessment:
Learners should be tasked to mention / write what is involved in a number of listed art related
careers. For example, an art curator: is a professional responsible for overseeing and
managing artefacts or other items of historical or cultural significance.

Summary:
 Defined art (Performing, Literary and Fine Arts)
 Categorized branches of Art (Visual Arts, Performing Arts, Digital Arts…)
 Critiqued various artworks

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1.1.3 SUBTOPIC: VISUAL ARTS
Introduction
In this subtopic, learners shall be exposed to Visual Arts and the different categories (Fine
Arts, Crafts, Design). This means communicating by creating art that can be seen. Therefore,
Visual Art is a form of visual communication.

1.1.3.1 Specific competence: Identify forms of Visual Arts

Learning Activities
Learning Environment set up: In-Door and Out-Door (Natural, Artificial and
Technological)
Suggested Learning & Teaching Materials
i. Printed images of various forms of Visual Arts
ii. Art materials (paints, clay, fabric, paper, beads) for practical activities
iii. Videos and documentaries showcasing artists and their work
iv. Reference books and articles on Visual Arts
v. Local artefacts and crafts for analysis and discussion

Activity 1: Identifying Forms of Visual Arts (Fine Arts, Crafts, Design)

Discussion
Task 1: Learners to identify and classify images of different artworks into Fine Arts
(painting, sculpture…), Crafts (pottery, weaving…) and Design (graphic design, fashion...)

Tip
Encourage learners to conduct critical discussions when identifying art forms.
Activity 2:Analyzing Forms of Visual Arts
Gallery Walk and Discussion
Task 1: Set up an exhibition of the different art forms in the classroom. Arrange the displays
into Fine Arts (painting, sculpture…), Crafts (pottery, weaving…) and Design (graphic
design, fashion...) categories.

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Tip
Encourage learners to conduct critical discussions during the sorting and classifying
processes
Comparative Analysis
Task 2: Learners examine different artworks, identifying materials, techniques and purposes
of each form, analyzing their styles, cultural significance and artistic techniques.
 Discussing the Functions of Visual Arts (Income Generation, Identity, Cultural
Heritage...)

Community Exploration
TASK 1: Learners to identify local artists and analyze how their work contributes to society

Tips
1. Provide real-life examples of artists who earn a living from their art (fashion
designers, painters, sculptors).
2. Divide the class into groups to discuss the importance of Visual Arts in economic and
cultural development.
 Producing Artworks Using Forms of Visual Arts

Practical
Task 1: Learners create simple artworks using different materials (painting, sculpture, textile
art).
Creative Workshop
Task 2: Learners to produce crafts (beadwork, clay modeling, or fabric painting…)

Tips
1. Use real-world examples to make lessons relatable. Encourage learners to bring in
items from home that represent Fine Arts, Crafts, or Design.
2. Encourage creativity by allowing students to experiment with different materials and
techniques.
3. Use multimedia resources (videos, slides, online galleries) to expose learners to
diverse art forms.
4. Facilitate group discussions to help learners appreciate different perspectives on
Visual Arts.
5. Provide constructive feedback during practical sessions to motivate learners.

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This structure ensures an engaging, hands-on, and discussion-based approach to learning
Visual Arts.
Expected standard: Forms of visual Arts identified correctly

Assessment
 Make an assessment to ensure that the learners correctly identify and analyze the
different categories of Visual Arts.
 Prepare the tasks and allocate time for practical and oral assessments during and after
the lesson, based on different forms of Visual Arts.

Summary
This subtopic looked at the 3 categories of Visual Arts which are Fine Arts, Crafts and
Design.

1.1.4 SUBTOPIC: PIONEERS OF ZAMBIAN VISUAL ARTS

Introduction
This subtopic will discuss pioneers of the Zambian Visual Arts. Over the past 30 years there
has been an increase in the number of Zambian artists. The term “Zambian” used in this
context, includes any artist working and living in Zambia.
Some of the prominent artists in Zambia were trained at Evelyn Hone College which was
opened just before independence and through its courses has trained a large number of the
artists and designers, others furthered their studies in universities abroad.
Some of the pioneering artists include: (Henry Tayali, Gabriel Ellison, Cynthia Zukas,
Akwila Simpasa, Godfrey Setti, Shadreck Simukanga, Martin Abasi Phiri…).

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Leaners shall explore pioneers of Zambian Visual artists and their works.

1.1.4.1 Specific Competence: Identify pioneers of Zambian Visual Arts

Learning Activities
Learning Environment set up: (in-door, out-door, natural artificial or technological)
Suggested Learning & Teaching Materials
i. Images and prints of artworks by Zambian Visual Arts Pioneers.
ii. Books, articles, and online resources on Zambian Visual Arts Pioneers.
iii. Documentaries and interviews featuring Zambian Visual Arts Pioneers.
iv. Museum or gallery visits (physical or virtual).
v. Biographical notes on Henry Tayali, Gabriel Ellison, and other Visual Arts Pioneers.
vi. Readily-made art works
vii. Various paintings
viii. Online resources (museum, websites or art databases…)

Activity 1: Identifying Pioneers of Zambian Visual Arts

Research
Task 1: Learners to research and create short biographies, highlighting Zambian Visual Art
Pioneers (Henry Tayali, Gabriel Ellison, Cynthia Zukas, Akwila Simpasa, Godfrey Setti,
Shadreck Simukanga, and Martin Abasi Phiri…)

Tips
1. Provide learners with images of artworks and short artist descriptions and have them
match each artist to their work.
2. Research work and pre-tasks to be given to learners prior to the lessons

Activity 2: Critiquing Works of Pioneer Visual Artists

Artwork Analysis
Task 1: Provide learners with images or descriptions of famous Zambian artworks and guide
them through a structured critique, analyzing elements such as technique, theme, and cultural
significance.

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Class Discussion
Task 2: Learners discuss how pioneer artists have influenced contemporary Zambian art.
Presentation
Task 3: Groups prepare and present critiques of selected works, focusing on artistic style,
message and historical impact.

Tips:
1. Provide context by discussing Zambia’s Art History and how Visual Arts have
developed over time.
2. Encourage independent research by assigning artists to learners to investigate.
3. Use multimedia resources such as videos, online galleries and books to provide visual
examples of the artists' works.
4. Promote critical thinking by guiding learners to analyze how historical and social
factors influenced pioneer artists.
5. Facilitate group discussions to compare different artistic styles and perspectives.

Expected standard: Pioneers of Zambian Visual Arts identified appropriately

Assessment
 Make an assessment to ensure that the learners identify pioneers of Zambian Visual
artists (sculptors, painters, graphic designers, potters…) and their works.
 Prepare tasks and allocate time for practical and oral assessments based on pioneers of
Zambian Visual Artists.

Summary
This subtopic looked at Some of the pioneers of Zambian Visual Artists which included
Henry Tayali, Gabriel Ellison, Cynthia Zukas, Akwila Simpasa, Godfrey Setti, Shadreck
Simukanga, Martin Abasi Phiri as well as their works.

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1.1.5 SUBTOPIC 5: ELEMENTS OF ART
Introduction
In this topic the learners shall be exposed to the significance of Elements of Art. This results
in making of illustrations (fabric, advertisement, packaging, books, stationery...)
It is therefore important that, Art elements are known to be parts used to make artwork (line,
shape, tone, form colour, texture and pattern...).

1.1.5.1 Specific competence: Apply Art Elements in practical activities.

Learning Activities
Learning Environment set up: in-door, out-door 1(natural, artificial and technological)
Suggested Teaching and Learning materials
i. Ready-made art works
ii. Online resources such as websites or art databases
iii. Drawing paper, sketchbooks, coloured pencils, paints, and brushes
iv. Calligraphy pens or markers

Activity 1: Identifying Art Elements (Line, shape, space, value, texture, tone and colour).
Discussion and demonstration
Task1: Learners to identify, discuss and analyse Art Elements.

Demonstration and experimenting

Task2: Learners to experiment with Art Elements to express and communicate ideas
(Using lines to create contour, gesture drawings and calligraphy writing…)

Activity 2: Analysing the use of shape, form and space

Discussion and demonstration

Task 1: Learners to explore using basic geometric shapes to create abstract designs of shape,
form and space

Activity 3: Creating Artworks with the use of shape, form and space
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Demonstration and experimenting
Task 1: Learners to make a mixed media art project by combining shape, form and space in a
single artwork.

Tips
1. Demonstrate before practice to help learners understand techniques.
2. Use different art tools to make learning interactive and engaging.
3. Start with basics: Introduce primary shapes (square, circle, triangle, rectangle) and
explore their properties.
4. Use real-life examples: Point out shapes in everyday objects, architecture, and nature.
5. Explore positive and negative space: Discuss the relationship between objects and the
space around them

Expected standard: Art elements in practical activities applied correctly

Assessment:
 Provide constructive feedback: Offer feedback that encourages learners to refine their
understanding of elements of Art (Line, shape, space, value, texture, tone and colour).
 Prepare the tasks and allocate time for practical and oral assessments based on
elements of art.

Summary
This subtopic looked at elements of art as parts used to make artwork and examples include:
line, shape, tone, form colour, texture and pattern.

1.1.6 SUBTOPIC 6: PRINCIPLES OF ART

Introduction
This sub-topic will discuss Principles of Art which serve as the foundation for creating
visually appealing and effective artworks. By understanding and applying these principles,
learners will be able to exhibit their creativity and produce innovative artworks that showcase
their unique perspective (balance, proportion, rhythm, harmony and space…)
1.1.6.1 Specific competence: Create an Art work showing prominent use of one or more
of the Art principles

Learning Activities

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Learning Environment set up: In-door, out-door (natural, artificial and technological)

Suggested Teaching and Learning materials

i. Art textbooks or online resources that provide examples and explanations of the Art
Principles.
ii. Art materials and tools (paints, markers, coloured pencils, paper…) that learners can
use to create their artworks.

Activity 1: Defining Art Principles

Research
Task 1: Learners to collect readily made images (illustrations, photographs, magazine image
cut-outs…)

Tip:
Learners to define the Art Principles (balance, proportion, emphasis, movement, pattern,
unity, contrast…) and provide examples of each principle in various artworks.

Activity 2: Discussing the use of Art Principles as applied in Art works.

Discussion

Task 1: Analyze and discuss how artists use Art Principles to create composition and the
meaning in their artworks.

Tips
1. Provide examples of artworks that effectively use one or more art principles.
2. Creating an Artwork Showing Use of One or More Art Principles

Demonstration
Task 1: Learners to create artworks that demonstrate art principles.

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Task 2: Learners to experiment with different materials and techniques to create unique
artworks.
Task 3: Learners to discuss and display their artworks.

Tips

1. Use visual aids such as diagrams, charts, and examples of artworks to help learners
understand and remember the art principles.
2. Encourage learners to experiment and explore when creating their artworks, as this will
help them develop their creativity and problem-solving skills.
3. Encourage learners to interact and engage critically during the analytical stages
Expected standard: Artwork showing prominent use of one or more of the Art principles
created appropriately

Assessment:
 You should make an assessment to ensure that the learners adequately apply the art
principles in practical activities
 Prepare the tasks and allocate time for practical and oral assessments based on art
principles

Summary
This subtopic looked at art principles as guidelines which are used to arrange the art elements
and these are called art principles (balance, proportion, rhythm, harmony, space…).

1.1.7 SUBTOPIC: BASIC SHAPES

Introduction
This sub-topic will discuss Principles of Art which serve as the foundation for creating
visually appealing and effective artworks. By understanding and applying these principles,
learners will be able to exhibit their creativity and produce innovative artworks that showcase
their unique perspective (balance, proportion, rhythm, harmony and space…)
1.1.7.1 Specific competence: Apply basic shapes in drawing

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Learning Activities

Learning Environment set up: in-door, out-door (natural, artificial and technological)
Suggested Teaching and Learning materials
i. Geometric shape blocks or puzzles to help learners visualize and identify the basic
shapes.
ii. Drawing paper and pencils or markers for learners to practice drawing and applying
basic shapes.

Activity 1: Identifying Basic Shapes

Task 1: Define and explain the basic shapes (cuboid, pyramid, cone, rectangular box…)

Tips

Show pictures or objects of the basic shapes to learners and ask them to identify each shape.

Activity 2: Applying Basic Shapes in Drawing

Creative Drawing

Task 1: Learners to draw simple objects using basic shapes, such as a house (rectangular
box), a tree (cylinder), or a car (cuboid).
Task 2: Learners to use basic shapes to create their own creative drawings, such as animal, a
robot, or a fantasy creature.

Tips

1. Use real-life objects to demonstrate the basic shapes and make it more relatable for
learners.

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2. Encourage learners to experiment with different shapes and combinations to develop their
critical thinking and creativity.
Expected standard: Basic shapes applied in drawings correctly

Assessment
 Observation of learners during drawing activities
 Review of learners' drawings for accuracy and creativity
 Quizzes or tests to assess learners' understanding of basic shapes

Summary
This subtopic introduced learners to basic shapes and their application in drawing. Through
interactive activities and creative drawing exercises, learners would have developed their
understanding of basic shapes and their ability to apply them in artistic expressions.

1.1.8 SUBTOPIC 8 -TYPES OF SHADING

Introduction
Shading techniques help artists create realistic drawings by showing the effect of light and
shadow. Different techniques allow for different textures and moods in artwork. This
subtopic will explore various shading techniques and their application in drawings.

1.1.8.1 Specific Competence: Apply various shading techniques

Learning Activities
Learning environment set up: In-door and outdoor (natural / artificial and technological)
Suggested Teaching and Learning Materials:
i. Samples of shaded drawings.
ii. Printed or digital images of artworks with shading.
iii. Graphite pencils, charcoal, and erasers.
iv. Visual aids (posters or slides).

Activity 1: Discussing Various Shading Techniques

Observation and Discussion
Task 1: Learners to observe and discuss different shading techniques (pointillism, hatching,
cross-hatching, smudging, scribbling, smashing).
Analysis
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Task 2: Learners to analyze real-life objects or famous drawings to identify shading
techniques used by artists.

Tips
Demonstrate each technique on the board.
1. Hatching and cross-hatching create texture and contrast.
2. Pointillism is best for subtle shading effects.
3. Smudging gives smooth transitions between light and dark areas.
4. Scribbling can create rough textures.

Activity 2: Applying Tonal Gradation on Drawings

Demonstration and Discussion
Task 1: Learners to create a simple drawing of a GREY scale from WHITE to BLACK
using at least any shading techniques of their choice.
Each learner will explain their choice of shading techniques and the effects achieved.

Tips:
1. The direction of the light source affects shading.
2. Darker tones represent shadows, while lighter tones represent highlights.
3. Gradual transitions make drawings look more realistic.

Activity 3: Applying Various Shading Techniques in a Composition

Suggested Teaching and Learning Materials:
i. Objects (cubes, spheres…) for light and shadow observation.
ii. Graphite pencils (HB, 2B, 4B, 6B…)
iii. Blending tools (tissue paper, blending stumps…)

Task 1: Learners to practice tonal gradation by shading a sphere or cube from dark to light
using different shading techniques.

Tips
1. Apply light source principles to the shading exercises.
2. Different shading techniques can be combined for texture and contrast.
3. Smudging can create a smooth transition, while hatching can define sharp edges.
4. Layering cross-hatching increases depth and darkness.
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Expected standard: Apply various shading techniques appropriately to create tonal
variations in drawings.

Assessment
 Observation: Monitor learners’ shading application during practical work.
 Practical Work: Learners produce a shaded artwork using different techniques.
 Oral Questioning: Ask learners to explain how and why they used specific shading
techniques.

Summary
Shading enhances realism in drawings by adding depth, light, and shadow.
There are different shading techniques:
Pointillism (stippling): Uses dots for shading.
Hatching: Uses parallel lines.
Cross-hatching: Overlapping lines for darker tones.
Smudging: Blending for smooth transitions.
Scribbling: Freehand scribbles for texture.
Mashing: Pressing and smudging for rough textures.
Tonal gradation transitions from dark to light.
Effective shading depends on light source and material choice.
This lesson provides foundational shading skills that will help learners improve their
artistic expression and drawing techniques

1.1.9 SUBTOPIC 9: DIFFERENT TEXTURES

Introduction:
This subtopic exposes the learners to different textures. Texture can be split into various
categories. (actual, visual, natural, man- made …) These are just a few examples of many
different textures that exist. Texture can add depth, interest and emotion to an artwork. The
focus in this study will be on texture and value.
1.1.9.1 Specific Competence: Compose pictures using a variety of textures and values

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Learning Activities
Learning Environment set up: in-door, out-door (natural / artificial and technological)

Suggested Learning and Teaching Materials

1. Various materials that demonstrate actual texture, such as sandpaper and velvet
2. Art supplies, such as paints, markers, and coloured pencils, for learners to create their
textures.

Activity 1: Defining Art Elements (Texture and Value)

Discussion

Task 1: Define and explain the art elements of texture and value and provide examples of
each.

Tip
Show learners’ examples of artworks that demonstrate different textures and values, ask them
to identify and describe the textures and values used.
Activity 2: Identifying Different Textures (Actual and Visual Texture)

Discussion
Task 1: Learners to identify and describe different visual textures

Tips:
1. Provide learners with various materials that demonstrate actual texture, such as
sandpaper, velvet, ask them to identify and describe the textures.
2. Creating Textured Artworks

Demonstration
Task 1: Ask learners to create artworks that demonstrate a variety of textures, values and
shading using different materials and techniques.

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Experimentation
Task 2: Learners to experiment with different textures and values to create unique and
interesting effects.

Tips:
1. Use a variety of materials and examples to demonstrate different textures and values.
2. Encourage learners to experiment and explore further when creating their artworks.
artworks.

Expected standard: Pictures composed using a variety of textures and values appropriately

Assessment:
 Observation of learners during art-making activities
 Review of learners' artworks for texture, value, and shading

Summary:
This module introduced learners to the Art Elements of texture and value and provided
opportunities for them to explore and experiment with different textures, values, and shading
in their artworks.

1.2 HISTORY OF ZAMBIAN ART

Introduction
In this topic, explain to the learners the importance of prehistoric rock art as it will help to
promote its preservation and promotion. Zambia is home to a rich collection of pre - historic
rock art,
The Rock paintings depict a range of themes including human figures, animals and abstract
designs. Additionally, it has cultural importance as it provides valuable insights into beliefs,
practices and cultural patterns of people who created the paintings.
Zambia has a number of other rock art sites, which feature geometric and figurative rock art
traditions. These rock art sites are not only important cultural and historical treasures but also
provide a unique window into the lives and experiences of Zambia’s ancient inhabitants.

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Key words/terms/vocabulary:
 Pre-historic period
 Rock-Art
 Written records
 Ancient

General Competences: Critical thinking, Environmental Sustainability.

1.2.1 SUBTOPIC: PRE-HISTORIC ROCK ART OF ZAMBIA

Introduction
Pre-Historic Rock Art is referred as to the images, symbols and designs created by ancient
humans on rocks, caves, wall and other stone surfaces during the Pre-historic period, which
spans from the emergence of early humans to the development of written records.
The Rock Art paintings depict a range of themes including human figures, animals and
abstract designs.

1.2.1.1 Specific Competence: Analyse the Pre-Historic Rock Art of Zambia

Learning Activities
Learning Environment set up: in-door, out-door (natural / artificial / technological)
Suggested Teaching and Learning materials
i. Online resources such as websites or art databases
ii. Reference books
iii. Videos

Activity 1: Analysing the Pre-historic rock Art of Zambia

Discussion
Task 1: Learners to identify the Pre-historic rock Art sites of Zambia
Activity 2: Researching on the pre-historic arts of Zambia: (materials and tools, themes,
styles of painting…)
Field trip
TASK 2: Learners to research on materials and tools, themes, styles on Pre-historic arts of
Zambian painting.
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Tips

Here are some steps:

1. Prepare interactive activities
2. Define Rock art, and its significance,
3. Display images or videos of different art styles, and techniques
4. Describe the materials and techniques used to create Rock-art
5. Discuss the cultural significance, spiritual, historical importance of rock art

Expected standard: Pre-historic Rock Art of Zambia analysed correctly

Assessment
 Make an assessment to ensure that the learners analyse Pre-Historic Rock Art of
Zambia.
 Prepare the tasks and allocate time for practical and oral assessments based on local
Pre-Historic Rock Art of Zambia

Summary:
This subtopic looked at Pre - historic rock art in Zambia. These rock art paintings are
attributed to Stone.The Rock Art paintings depict a range of themes including human figures,
animals and abstract designs. Rock art painting key features which attributed to hunter –
gatherers and the materials used as well as the cultural significance.

1.2.2 SUBTOPIC: TRADITIONAL CRAFTS

Zambia has a rich cultural heritage and traditional crafts play a significant role in preserving
and showcasing this heritage. some examples of traditional crafts:
Woodcarvings - Makishi masks, wooden figurines, functional and decorative wooden items.
Basketry – woven basket, winnowing baskets and ornamental baskets
Textiles – chitenge, batik, embroidery
Ceramics – hand pottery, wheel thrown pottery
Metal work – blacksmithing
Other crafts – leatherwork, stone carvings, weaving

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These traditional crafts not only showcase Zambia’s rich cultural heritage but also provides a
source of income for many local artisans.
1.2.2.1 Specific competence: Identify traditional crafts.

Learning Activities
Learning Environment set up: in-door, out-door (natural/ artificial / technological)
Suggested Teaching and Learning materials
i. Online resources such as websites or art databases
ii. Reference books
iii. Videos

Activity 1: Identifying the traditional crafts (reed mats, stools, mortar and pestle...)
Project work
TASK1: Learners to make various traditional crafts (reed mats, stools, mortar and pestle...)

Tips

1. Encourage learners to freely explore and experiment with various working media
2. Take safety pre-cautionary measures and observations on social, cultural and
environmental norms/accessories/ working tools

Expected standard: Traditional crafts identified accordingly.

Assessment
 Make an assessment to ensure that the learners identified and analysed Pre-Historic
Rock Art of Zambia.
 Prepare the tasks and allocate time during the material collection process and also
practical/ oral assessments based on Pre-Historic Rock Art of Zambia

Summary:
This subtopic looked at Pre - Historic rock art in Zambia. These rock art paintings are
attributed to Stone age. The Rock Art paintings depict a range of themes including human
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figures, animals and abstract designs. Rock Art paintings key features attributed to hunter –
gatherers and the materials used as well as the cultural significance.

1.3 INTRODUCTION TO COLOUR

Introduction
Colour is what is perceived when waves of light strike the retina of the eye. The colour we
see on objects is derived from artificial or natural light. Colour plays a vital role in various
real-life situations, influencing our emotions, perceptions, and behaviours.
Colour plays a vital role in various aspects of our lives, from marketing and art to safety and
therapy. Understanding the importance of colour can help us make informed decisions,
communicate more effectively, and appreciate the world around us.
The topic shall look at the types of colour and colour schemes
General Competence(s): communication, critical thinking, analytical thinking, problem
solving and collaboration

Key words/terms/vocabulary:
 Colour Harmony: this refers to the relationship between or among groups of colours.
 Colour: Colour is what is perceived when waves of light strike retina of the eye.
 Hue: This is the name of a colour in its purest form
 Shade: a colour where black has been added
 Tint: a colour where white has been added
 Pigment: is a matter that gives colour to materials such as paints, dyes, crayons, or
inks.

1.3.1 SUBTOPIC: TYPES OF COLOURS

Introduction
Colour is a powerful Element of Art that evokes emotion, conveys meaning and adds depth
and interest to creations. In this subtopic, the world of colour relationships will be explored,
learning about the colour wheel, primary and secondary colours, warm and cool colours and
how to mix and match colours to create harmonious and contrasting effects.

1.3.1.1 Specific Competence: Experiment colours of the spectrum

Learning Activities
Learning Environment: In-door, out-door (natural/ artificial / technological)
Suggested Teaching and Learning Materials:
i. Colour wheel diagrams
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ii. Colour spectrum poster
iii. Colour theory handouts
iv. Colour workbooks
v. Water colours, crayons…

Activity: Experiment colours of the spectrum

Demonstration
Task 1: Learners to identify the colours and their order.

Tips:
1. Introduce the concept of the visible spectrum and its colours.
2. Ask learners to draw and label the colors they observed.
3. Have them write down their observations and any questions they may have.

Expected standard: Experimenting colours of the spectrum (primary, secondary and tertiary)

Assessment:
 Make an assessment to ensure that the learners experiment with colours of the
spectrum, appropriately.
 Prepare tasks and allocate time for practical experimenting colours of the spectrum on
a colour-wheel.

Summary
In this subtopic; Primary, Secondary and Tertiary colours were experimented and explored on
a colour-wheel.

1.3.2 SUBTOPIC: COLOUR SCHEMES

Introduction
These are combinations of colours used to create some beautiful sceneries. There are several
types of colour schemes. When white light passes through a triangular –shaped piece of clear
glass called a prism it is separated into the colours of the spectrum. Here are the main types
of colour schemes: (Monochromatic, Complementary, Analogous, Triadic, Warm and Cool…)
1.3.2.1 Specific Competence(s) Use colour schemes in painting exercises

Learning Activities
Learning Environment set up: set up in-door, out-door (natural/ artificial / technological)
Suggested Teaching and Learning Materials:

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i. Colour wheel diagrams
ii. Colour schemes example: visual aids showing different colour schemes.
iii. Colour scheme work sheets
iv. Colour theory workbooks
v. Online colour tutorials …

Activity: Using colour schemes in the painting exercises (Monochromatic, Analogous,

Tertiary, Complementary, Colour triads Split complementary…)
Practical
Task 1: Learners to create painted images/illustrations that represents a specific colour
scheme and atmosphere.

Tips:
1. Provide learners with the appropriate colours
2. A sample of the colour chart / wheel should be provided

Expected Standard: Colour schemes used in the painting exercises appropriately

Assessment
 Make an assessment to ensure that the learners used colour schemes in a painting
activity, appropriately.
 Prepare tasks and allocate time for practical activities on colour schemes.
 Observe learners during the activity and assess their participation.
 Review their paintings
 Conduct class discussions to assess learner skill acquisition.

Summary
In this subtopic, the main types of colour schemes (Monochromatic, Complementary,
Analogous, Triadic, Warm and Cool…) were looked at.

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1.4 STUDIO PRACTICE (DRAWING AND PAINTING).
Introduction
Studio practice in Art and Design refers to the practical activities that artists engage in within
their studio environment. It encompasses a wide range of activities such as creating art,
experimenting with different materials and techniques, conducting research, and exploring
conceptual ideas. Essentially, it's where artists spend significant time developing their artistic
skills, refining their creative processes, and producing artworks.
Studio Practice often involves critical reflection, peer feedback, and sometimes collaboration
with other artists or professionals in related fields. It's a fundamental aspect of artistic
development and plays a crucial role in the evolution of an artist's style, concepts, and
technical proficiency. In this case under studio studies at this level we shall look at some
common Tools and Materials in drawing, Types of Drawing and Painting and Forms of
Drawing.
General Competences: Critical thinking, Analytical thinking, Problem Solving,
Environmental Sustainability, Collaboration.
2. Key Terms/Words/Vocabulary
 Tools: (Charcoal, chalk, pastels, crayons, pencils, pens…)
 Materials: Paper, ink, walls, floors, fabrics
 Medium: The substance used in creating artwork
 Texture: The feel or appearance of a surface

Composition: The arrangement of visual elements in an artwork:

o Realistic Drawing
o Abstract Drawing
o Non-Objective Art
o Shading Techniques
o Sketch
o Study
o Complete Work.

1.4.1 SUBTOPIC: TOOLS AND MATERIALS

Introduction
This topic introduces learners to the fundamental tools and materials used in drawing and
painting. It explores different tools such as charcoal, chalk, pastels, crayons, pencils and pens,
as well as various materials like paper, ink, walls, floors, and fabrics. The importance of
selecting and using appropriate tools and materials for artistic expression will be highlighted.
Understanding the different tools and materials in art is essential for creating effective
drawings and paintings. Each tool and material has unique properties that affect the final
artwork.
1.4.1.1 Specific Competence: Use a variety of tools and materials for drawing and
painting
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Learning Activities
Learning Environment set up: in-door, out-door (natural/ artificial / technological)
Suggested Teaching and Learning Materials:
Samples of tools and materials, pictures, demonstrational videos (Drawing papers, charcoal,
pastels, crayons, pencils, ink, various surfaces, paper, fabric, walls…)

Activity1: Discussing the use of various tools and materials for drawing

Discussion
Task 1: Learners in groups to identify various working tools used for drawing (charcoal,
chalk, pastels, crayons, pencils, pens…) and materials (paper, ink, walls, floors, fabrics…)
through visual presentations and physical samples.

Tips:
Engage learners in a discussion on the characteristics and uses of each tool and material.

Activity 2: Experimenting with tools and materials

Group work
Task 1: Divide Learners into groups to try out different tools on various materials.
Task 2: Each group presents their findings, discussing the effects of different tools on
different surfaces.

Tips:
Different papers absorb ink differently; crayons work best on textured surfaces; walls can be
used for murals.
1.4.1.1 Expected Standard: Variety of tools and materials for drawing used accordingly

Assessment should be conducted through:

 Observation: Checking how learners handle and use materials.
 Practical Work: Learners create an artwork using different tools and materials.

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Summary
In this subtopic, Tools and Materials used for drawing and painting were looked at.

1.4.2 SUBTOPIC: TYPES OF DRAWING AND PAINTING

Introduction:
Artists use different types of drawing and painting to express their creativity. The three main
types under discussion include realistic, abstract, and non-objective art, each serving a unique
purpose in communication and artistic representation.
1.4.2.1 Specific Competence: Identify types of drawing and painting.

Learning Activities
Learning Environment set up: in-door, out-door (natural/ artificial / technological)
Suggested Teaching and Learning Materials: (Drawing papers, paints, pencils, brushes

Activity 1: Identifying realistic and abstract drawings

Peer review
Task 1: Learners present examples of realistic, abstract, and non-objective art.
Critique
Task 2: Learners analyze and categorize images based on their characteristics.

Tip
Realistic art closely resembles real objects, abstract art distorts reality, and non-objective art
does not represent specific objects.
Task 1: Learners create their own artworks using one of the three styles.

Tip:
1. The teacher guides learners through the process of sketching, shading, and colouring.
2. Encourage experimentation with different media and techniques to explore artistic
expression.

, pastels…)
Expected Standard: Learners should correctly identify and apply different types of drawing
and painting.

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Assessment
 Make an assessment to ensure that the learners used the types of drawing / painting
identified and applied correctly
 Prepare the tasks and allocate time for practical and oral assessments based on types
of drawing and painting

Summary
In this subtopic, the main types of drawing were explored (realistic, abstract, and non-
objective). Learners practiced identifying and creating different types of drawings and
paintings.

1.4.3 SUBTOPIC: FORMS OF DRAWING

Introduction
Drawing takes various forms, each serving a different purpose. The three main forms are
sketches, studies, and complete works, which artists use at different stages of their creative
process.
1.4.3.1 Specific Competence: Demonstrate forms of drawing

Learning Activities
Learning Environment set up: in-door, out-door (natural/ artificial / technological)
Suggested Teaching and Learning Materials:
i. Samples of sketches, studies, and complete works, visual aids, art books.
ii. Drawing papers, pencils, charcoal, erasers, reference images

Activity 1: Demonstrating forms of drawing

Discussion

Task 1: Learners observe and discuss the characteristics and purpose of each form.

Tips:
1. The teacher introduces sketches, studies, and complete works through visual examples.

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2. Sketches are quick and rough; studies are more detailed and focused on specific
aspects; complete works are finished pieces.

Practical
Task 1: Learners practice making sketches of simple objects.
Task 2: Learners refine their sketches into detailed studies focusing on shading and texture.
Task: 3 Learners create a complete drawing using elements from their sketches and studies.

Tip:
Emphasize the importance of planning in art, how sketches guide studies and how studies
inform complete works.
.
Expected standard: Forms of drawing demonstrated accordingly

Assessment
 Make an assessment to ensure that the learners used the various Forms of Drawing,
appropriately.
 Prepare the tasks and allocate time for practical and oral assessments based on Forms
of Drawing.

Summary
In this subtopic, the Forms of drawing were explored ((sketches, studies, complete work).
Learners practiced identifying and creating different forms of drawings.
1.5 GRAPHIC DESIGN
Introduction
The topic will cover Lettering, Poster making and Computer Aided Design (CAD). Graphic
design helps learners develop their creative, technical and critical thinking skills; it also
enhances opportunities by preparing them for the creative industry in careers to do with
advertising, marketing, publishing and digital media.
Specific Competence: Design various types of cards using a computer

Hook: Most visual commercial communications produced incorporate text (lettering) and
images (pictures. Modern trends utilize computers as a design tool to produce fascinating
designs for different purposes/presentations.

Key words/terms/vocabulary:
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Posters, Calligraphy, Typography, Composition, Computer Aided Design, Product Design,
Crosscutting issues, Lower case, Upper case, Letter spacing, Word spacing, Serif. Bar, Stem
and Bowl.

1.5.1 SUBTOPIC: LETTERING

Introduction
Lettering involves creation of standard (decorative or expressive) letterforms that can be used
in Graphic Designs, Typography and Calligraphy.
1.5.1.1 Specific Competence – Design letters

Learning Activities
Learning Environment set up: in-door, out-door (natural/ artificial / technological)
Suggested Teaching and Learning materials:
i. Drawing boards
ii. Plain papers
iii. Compass
iv. Eraser
v. Calligraphy pens
vi. Pencils
vii. Pens
viii. Rulers

Activity 1: Identifying and defining letters / related terms (lower case, upper case / types of
letters, Letter spacing, word spacing, block and Roman lettering…)
Task 1: Ask learners to write their own names in any font (upper case, lower case, cursive,
Calligraphy…)
Task 2: Learners to present various written names (word tags) and paste them on the wall,
board or floor.

Tips:
1. Teacher to paste standardised names to the written word tags.
2. In the absence of computers, readily made standardised word tags shall be presented

Activity 2: Defining Calligraphy

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Discussion
Task 1: Learners to define and discuss a variety of Calligraphy styles and they should
comment on the aesthetic appeals.

Tip:
Readily made teaching aids on various styles of Calligraphy

Peer Review
Task 2: Participate in a guided class discussion held to explore how calligraphy is different
from other typefaces.

Tip:
Learners will be enlightened on the expected definition of Calligraphy.
Activity 3: Functions of lettering
Fieldtrip (Study tour)
Task 1: Visit a library to look at different (books, newspapers, posters, journals…) literature
to appreciate the functions of lettering.

Tips:
A variety of pre-arranged text materials (books, newspapers, posters, journals and other
literature…) to appreciate the functions of lettering can be availed to the leaners in case of
lack of a library.
A local study tour to a nearby area that has a variety of signage so that learners can be
exposed to different typefaces (billboards, sign posts, shop writings…).

Activity 4: Identifying careers relating to lettering works

Task 1: Learners to match careers (sign writers, graphics designers, calligrapher, illustrator,
Stationary designer…) relating to lettering works (packaging, posters, cards, billboards,
magazines, newspapers, certificates…)

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Tip:
Collect various materials relating to lettering works and engage/expose learners in discussion
sessions to match the appropriate careers aligned to the named products (Calligrapher-
certificate writing…)

Activity 5: Designing letters

Practical Project
Task 1: Leaners to design letters aesthetically in lower and upper cases in order to
explore/experiment by manipulating the designed standardised lettering (Grid Lettering)

Tip: Learners shall be exposed to standard lettering from A - Z

Expected Standard- Letters designed correctly

Assessment
 Observe learners as they practice different lettering techniques, such as hand- lettering,
calligraphy, or typography.
 Evaluate a comprehensive lettering project, such as a poster, brochure or signage
design, that demonstrate learners understanding of lettering principles and techniques.

Summary
This sub-topic looked at identifying and defining letters / related terms (lower case, upper
case / types of letters, Letter spacing, block…), defining Calligraphy, functions of lettering
and identifying careers relating to lettering works.

BIBLIOGRAPHY
Bell, J. (2017). What is Painting? Thames & Hudson.
Chileshe, C. (2022). Understanding art works in expressive and fine arts education. Chileshe
Christopher.
Crowther, P. (2017). What drawing and painting really mean: The phenomenology of image
and gesture. Routledge.
Crowther, P., & Wünsche, I. (Eds.). (2012). Meanings of abstract art: Between nature and
theory. Routledge.

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Daniels, S. (2011). Art studio. The SAGE handbook of geographical knowledge, 137-148.
Gabriel Ellison (2004) Art in Zambia, Zambia National Visual Arts Council, BookWorld
Publishers Ltd
Gair, A. (Ed.). (1996). Artist's Manual: A Complete Guide to Paintings and Drawing
Materials and Techniques. Chronicle Books.
Hillkurtz, A. (2021). Sketching Techniques for Artists: In-Studio and Plein-Air Methods for
Drawing and Painting Still Lifes, Landscapes, Architecture, Faces and Figures, and More.
Rockport Publishers.
Isabel Mulley (1998) Creative Arts for School, Book 1, Tasalls Publsher , Gaborone
Botswana.
Ministry of Education (2023) Zambia Education Curriculum Framework, Curriculum
Development centre Lusaka, Zambia
Ministry of Education (2024) Art and Design Ordinary Secondary Level Form 1 -4
Syllabus, Curriculum Development centre Lusaka: Zambia
Prokopovych, T., Tarasiuk, I., Zinko, D., Panfilova, O., Berlach, O., & Vilgushynskyi,
R. (2023). Features of Fine Arts of The Early 21st Century: Painting, Drawing,
Sculpture. Ad Alta, 13(1. Special Issue XXXIV).

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