CLASSIFICATION OF FARM ANIMALS

Farm animals are animals that are raised on farms for their meat, dairy products or to help out the
farmers. Farm animals are animals that are reared by man for different purposes such as food supply,
income generation, clothing materials, etc. Examples include goats, sheep, rabbits, poultry, cattle,
pigs, fish, snails, etc.

What are Farm Animals?

Farm animals are animals raised or kept primarily for consumption, to generate income and to help

with some farm operations.

Another name for them is Livestock. The difference between farm animals and wild animals is that farm

animals live among men while wild animals live in the wild, forest, jungle, etc.

6 Types of Farm Animals

The following are the 6 main types of farm animals:

1. Work animals

2. Dairy animals

3. Guard animals

4. Poultry

5. Pets

6. Aquatic animals

1. Work animals

These are animals that are used for work on the farm.

They are used for carrying loads, ploughing, harrowing and ridging, e.g. cattle, Sokoto Gudali, White

Fulani, (in forms of bull and bullock). Such animals are called draught animals. The normal output of a

working bull is about 500W compared to that of a man which about 75W.

Work animals are also used for transportation and carrying of load, e.g. horses, camels and donkeys.

Such animals are referred to as beasts of burden. They have the ability to survive or travel long

distance without water.

Characteristics of Work Animals

The following are the characteristics of work animals:

· They are well built with good body conformation.

· They can survive or travel long distance without water.

· They are rugged and have very great strength.

· They have strong hind limbs.

· They are docile and tolerant.

2. Dairy animals

These are animals managed and milked to obtain milk for human consumption.
 The key elements that determine the dairy species kept are feed, water and climate.

Other factors that may influence the presence of a dairy species are market demand, dietary traditions

and the socio-economic characteristics of individual households (e.g., poorer families tend to rely more

on small ruminants).

Although cattle are kept in a wide range of environments, other dairy species make dairying possible in

adverse environments that often cannot support any other type of agricultural production. Sheep allow

milk production in semi-arid regions around the Mediterranean, goats in regions with poor soils in

Africa, horses in the steppes of Central Asia, camels in arid lands, buffaloes in wet tropical regions, and

yaks in high mountainous areas such as the Tibetan Plateau.

In developing countries, milk producing animals are often raised in subsistence and smallholder

systems. These animals are usually multi-purpose and grow and produce under difficult conditions,

such as low inputs, minimum management and harsh environments.

They are well adapted to local conditions, but have low genetic potential for milk production.

Characteristics of Dairy animals

This indicates that a cow shows evidence of being a good producer. A cow with good dairy character is

one who is sharp, particularly at the shoulders and withers, and one who shows no excess flesh or fat.

A long, lean neck showing refinement and not coarseness is desirable.

Thickness at the shoulders, neck, withers or thighs indicates a lack of dairy character.

3. Guard Animals

These are animals that guard people, property or livestock against unwanted or unexpected human or

animal intruders or attacks. A variety of guard animals are used all around the world to protect

livestock from predators.

Livestock guardian dogs are medium to large sized dogs that are kept with livestock to protect them

from predators.

They are mainly used to protect sheep, goats and poultry, but they can work with any type of livestock;

for example, with cattle, horses, rabbits, deer, emu or ostriches. These dogs live permanently with

‘their’ stock, and regard them as their social companions, protecting them from anything that they see

as a threat.

Guard animals are mainly used to protect against dingoes, feral dogs and foxes, but also against birds

of prey, cats, goannas, crows, quolls and Tasmanian devils.

Characteristics of Guard Animals

· Territorial – By nature, an excellent guard dog must be possessive of its territory.

· Physically active – A guard dog must be playful and not indolent.

· Loyalty – This is one trait that a good guard dog must possess. The dog must show devotion to its family

(which includes other pets as well) and must do anything to protect them.
· Aggression – A good guard dog must possess controlled aggression and attack only when they feel it is

necessary.

· Strong – Guards dogs should be strong, muscular, and have a powerful bite and bark.

· Stable temperament – When choosing a puppy for a future guard dog, make sure it does not display

nervousness, aversion to human touch or presence, fear, lack of playfulness and getting easily provoked.

4. Poultry

Poultry are domesticated birds kept by humans for their eggs, their meat or their feathers.

These birds are most typically members of the superorder Galloanserae (fowl), especially the

order Galliformes which includes chickens, quails, and turkeys).

The term also includes birds that are killed for their meat, such as the young of pigeons but does not

include similar wild birds hunted for sport or food and known as game. Although some birds are

still kept in small flocks in extensive systems, most birds available in the market today are reared in

intensive commercial enterprises.

Characteristics of Poultry

Poultry are social, inquisitive animals with a strong territorial instinct. They put themselves to bed in

the same spot every night and enjoy being with other birds.

They should never be kept alone and form a clear pecking order or hierarchy within their group.

For this reason, new birds should be introduced with care, adding two at a time to prevent a new single

hen being picked on. Hens will often fight with one another until the pecking order is sorted out.

Poultry like to scratch and dig in the dirt, forming dust baths to lie in and foraging for grubs and other

insects.

It is important to address these behavioural needs when housing poultry and making sure they have a

suitable environment in which they can scratch in the dirt and dust bath. For this reason, poultry thrive

in a free ranging system where they have plenty of space to roam around and flap their wings, access

to fresh air, vegetation, dirt and grubs and can express their natural behaviours.

Poultry develop their own personal space referred to as their flight zone. A group of birds have a

collective flight zone depicted by their individual characteristics, breed, age, environment and previous

handling experiences. If a bird’s flight zone is penetrated, the birds move away to regain a more

comfortable distance from the intruder.

Poultry raised in a pen with close contact to people will have a smaller flight zone and are calmer when

being handled as opposed to birds raised in a free ranging area with minimal contact with people.

It is common for poultry that have been hand raised to be very tame and comfortable being picked up,

groomed and patted.

Due to poultry most commonly being housed in pens, the need for them to be herded is minimal,

making their flight zone not as influential as other farm animals.

The flight zone does become influential when poultry need to be caught for husbandry procedures,

showing, moving them and locking them into smaller pens or cages.

Poultry kept in a free ranging setup may also have to be herded into smaller enclosures at night for

extra protection or for easy catching.

5. Pets

Pet is any animal kept by human beings as a source of companionship and pleasure.

While a pet is generally kept for the pleasure that it can give to its owner, often, especially

with horses, dogs, and cats, as well as with some other domesticated animals, this pleasure appears to

be mutual.

Thus, pet keeping can be described as a symbiotic relationship, one that benefits both animals and

human beings.

As the keeping of pets has been practiced from prehistoric times to the present and as pets are found

in nearly every culture and society, pet keeping apparently satisfies a deep, universal human need.

The history of pets is intertwined with the process of animal domestication, and it is likely that the dog,

as the first domesticated species, was also the first pet. Perhaps the initial steps toward domestication

were taken largely through the widespread human practice of making pets of captured young wild

animals.

Eventually, a working relationship developed between the dogs and their human captors. The dog was

swifter, had stronger jaws, and was better at tracking prey; therefore, it could be of great use in

hunting and guarding duties.

From human beings, on the other hand, the dogs were assured of a constant supply of food as well as

warmth from the fire. There is indirect evidence that the dog may have been domesticated and kept as

a pet since Paleolithic times, as can be surmised from the paintings and carvings that archaeologists

have found in ancient campsites and tombs.

In Mesopotamia, dogs that look remarkably like the present-day mastiff were shown participating in a

lion hunt. Domestic pets were often depicted in the scenes of family life in ancient Egypt; hunting dogs

of the greyhound or saluki type accompany their master to the chase, and lap dogs frequently sit under

the chair of their master or mistress.

CHARACTERISTICS OF PETS

Although it may look quite ferocious, this breed has a docile temperament and enjoys children. It is

active and learns easily. However, it cannot withstand strenuous exercise as its nose does not allow for

rapid breathing.

Characteristics:

· Courageous

· Intelligent
 · Good tempered

· Loyal guard dog

6. Aquatic animals

Organisms that live in water and fully depend on water for nutrition are known as aquatic animals.

Water contains dissolved oxygen that is used by these animals in the respiration process. Aquatic

animals depend on water and cannot survive on land.

Aquatic animals live in water and adapt to their surroundings in order to survive. Adaptation increases

the chances of an organism's survival. In various fish, the swim bladder is an air-filled pouch beneath

the vertebral column that aids in floating.

Ectothermic organisms are those that modify their body temperature in response to variations in water

temperature. Blubber aids in the thermal regulation of aquatic species.

Plankton, nekton, and benthos are types of aquatic animals. The aquatic life zone is dominated by

plankton, with feeble swimming and free swimming. Plankton refers to microscopic organisms that

swim and float in ocean waters. Fish, turtles, and whales are examples of nekton, which are strong

swimming organisms. Benthoses are underside decomposers that degrade organic substances found in

the dead bodies and waste of aquatic species such as barnacles, oysters, and lobsters.

CHARACTERISTICS OF AQUATIC ANIMALS

The following are characteristics of Aquatic animals:

· The majority of their species live in water, although some do live on land as well.

· They have paired and unpaired fins that aid in swimming.

· Their limbs are either webbed or transformed into paddles for swimming.

· Their bones are light and spongy, and their body structure is streamlined.

· A thin snout is formed by modifying the skull.

· The neck is slimmer, and the external ears have vanished

GENERAL CHARACTERISTICS OF FARM ANIMALS

Some of the qualities or characteristics of farm animals are as follows:

· Farm animals thrive or do well in confinements or domestic environments. Farm animals are often

raised or kept in a confined or fenced environment. Despite this, they still do and grow well in this

particular area or environment. However, the place (farm) must be conducive and adequate feed and

water must be provided always.

· They have accustomed to sharing homes with humans and other fellow farm animals. This is one of

the reasons they are also called domestic animals.

· They coexist quite peacefully with both animals of the same species and different species.

· They are calm and friendly in nature and behavior except they are agitated or threatened or sense a

threat
· They pass the domestic traits to their young or offspring. Thousands of years ago, these animals lived

in the wild before they were captured by humans. After many years of living with humans, they

naturally lose the traits of the wild.

· They are generally diurnal animals (awake and more active during the day) except for a few that are

both diurnal and nocturnal (awake and more active at night).

Music has its origin from the sound produced from animate and inanimate objects: humans, animals,
and plants inclusive.

The origin of music could be traced to the production of speech, human communication, work rhythms,
play rhythms, clapping, mimicries, singing, human sound, the roaring of waves or oceans, blacksmiths,
harmer, and anvil, and environmental sounds.

There are myths or legends connected to music in every locality or culture around the world. Some
could believe that music was given to them by the spirits or was created a certain legend in their
family.

EARLY FORMS OF MUSIC

People in the early times made use of drums, rocks, and sticks as instruments of music. Music was
used for many community functions, including religious ceremonies. There was no notation of music
but sounds were conveyed from one part of the world to the other. The Egyptians, Greeks, Romans,
the Chinese, Arabs and the Africans produced music in different ways.

The Egyptians:
In 4000 BCE, the Egyptians had harps and flutes for religious and secular activities. Music is part of
Egyptian culture. In Biblical times, the ancient Hebrew, while in Egypt, played some musical
instruments, like the harp, lyre, and the ram horn (trumpet-like instrument).

The Greek:
Music of the Greek was associated with mathematics and knowledge. Pythagoras the Mathematician
developed the octave scale. In 350 BCE, Aristotle wrote on music theory scientifically. Boethius in 521
BCE brought the Greece system of notation to Western Europe enabling musicians to write accurately
the folk songs of their land. He was the first to write an opera idea.

Romans:
Music was a part of Roman culture from the earliest times. Music was customary at funerals, and tibia
a type of woodwind instrument was played at sacrifices to ward off bad influences. Choir songs were
used at secular games in 17 BC. The first music school in Europe started in Rome in 600CE. The
Catholic Church created music for use in church services

Arabs:
Arabs music is unique and alive and has a history of interaction with many other regional musical
theories of the Greeks.

African:
Africans use music and playing of percussion instruments in everyday lives, farming, cooking,
ceremonies, etc.

The black slaves in the United States sang their folk songs and indigenous songs, on the farm or
religious activities. The fusion of African tones and Western scale formed the basis of jazz music.

Africans use music for the coronation of Kings, to ward off diseases, during warfare, etc. For Africans,
music is life.

Music transforms society and its impact is great in relaying messages to the audience. From ancient
times to the modern and contemporary world, music has evolved in different cultures with beautiful
sounds and genres, so pleasant to our ears.

Discussion:

1. Discuss any genre of music that you have heard or familiar with.
2. Mention a few musicians who have unique music and have used their music or songs to
influence the community positively.
For example, Fuji Music has its origin from the production of speech sound or Quranic lines from the
recitation of Arabic words in the Yoruba language by the Imams and clerics. Early performances of this
type of music drew their inspiration from such rhythmic sound, they added few instruments to it and
thus evolved Fuji and Awurebe music.

Musicians and some of the performers include Dr. Ayinde late Barrister Killington Ayinla, Salawa
Abeni, Wasiu Ayinde Barrister(KWAMI).

JSS 3 CCA
MEANING OF MARKETING OF ART WORKS

Marketing of art works is the process of promoting and creating awareness of works of art to the
public. The basic intention of the artist marketing his or her art works is to promote sale. The
viewer tends to view, appreciate and buy the art works.

OUTLETS FOR MARKETING ART WORKS

The following are the outlets for marketing art works.

1. Shop
2. Hotel
3. Festival premises
4. Trade fair ground
5. Art gallery
6. Museum.

EVALUATION

1. What is marketing of art products?

2. Mention two outlets for marketing art products.

SOURCES OF FUND

The fact that art materials, tools and equipment and the cost of renting a place for exhibition are
quite expensive.There is need for the artist to source for fund. The following are sources of raising
fund by artists.

1. Non-governmental organisation
2. Parents
3. Relatives
4. Individual personal savings
5. Community
6. Government

WAYS OF MARKETING ART WORKS

1. Through hawking.
2. Through exhibition.
3. Through advertisement of art works on television media etc.

EVALUATION

1. State two sources of fund to the artist.

2. Mention two ways that the artist can market his or her artworks.

GENERAL EVALUATION/REVISION QUESTIONS

1. Explain fake and adulterated goods.

2. State two goods that can be faked and adulterated.
3. State one duty of SON.
4. What is the function of donkey bench?
5. Define teamwork and sense of belonging respectively.
6. What is denouement?
 READING ASSIGNMENT

Modern Approach to Cultural and Creative Art by G.F. Ibrahim, Book 3, pages 41- 43.

WEEKEND ASSIGNMENT

1. Artworks can be marketed in the following except……..……….A. art gallery B. mosque C.

hotels D. shop
2. ……………….………....is a public display of visual creative art works.A. Exhibition B.
Categorizing C. Lighting D. Design space
3. Which one of the following is NOT a source of generating funds for the art business? A.
Relative B. Parents C. Beggars D. Government
4. Where does the showcasing of art works take place in an art gallery? A. A large hall B.
Stage C. Football field D. None of the above.
5. Marketing of art works promotes sale. A. True B. False C.Maybe D. Not sure

THEORY

1. Define of art products.

2. Mention two outlets for marketing art products.

MARKETING OF ART WORKS OR PRODUCTS

Submitted by wyzon101 on Mon, 25/05/2020 - 10:56pm
WEEK 5

MARKETING OF ART

WORKS OR PRODUCTS

Marketing: - is the activity of trying to sell a product by advertising the product. Every product has its peculiar way of
marketing it. First you must have special knowledge to understand your art work. This will help you to convince the
person to buy your art work. Package, art works like painting works, drawing of any types should be with frame to
make it attractive to the would be buyer.

Another thing is art affair and creating awareness can help one to market his/her art work, using advert medium like
mass media, posters, handbills, etc.

OUTLET OR WAYS FOR MARKETING ART WORKS

1. Festival: - Festival of arts and culture are good avenues for the display and sale of arts works.
2. Airports: - Travelers and tourists make use of airports, some artist display their art works at the areas where goods are
displayed for sale in the airports.
3. Hotel/Supermarket: - some big hotels like Five Star Hotels and big supermarket have corners for displaying art works for
sale. And the hotels or supermarket take some percentage of the amount sold.
4. Galleries: - a gallery is a shop were art works are displayed for sale.

Gallery curators can get your art works enlisted for art competitions or display your art work in their galleries.
5. Online Galleries: - the artist should make his works available to the public through online galleries.

SOURCES OF FUNDING

1. Personal funding.
2. Parents.
3. Non-Governmental Organization.
4. Government.
5. Relatives.

EVALUATION

1. What is marketing?

Reference Materials:
Mention three outlets for marketing art works.
 9 – Years Basic Education Curriculum
 Abuja Educational Resource Centre Scheme of work
 NAPPS National Unified Scheme of Work
 Online Information
 [List relevant textbooks]
Instructional Materials:
 Drawing papers
 Pencils, erasers, and sharpeners
 Paints and brushes
 Examples of imaginative compositions
Rationale for the Lesson:
This lesson enhances creativity, imagination, and self-expression, which are crucial skills
for holistic development.
Prerequisite/Previous Knowledge:
Basic knowledge and skills in drawing and painting.
INSTRUCTIONAL PROCEDURES:
Tim Teaching Teaching Teacher’s Pupils’
Content e Method Strategy Activity Activity

Introduce the topic Pupils express

and ask pupils their ideas
Introduction to about their about
Imaginative 5 understanding of imagination in
Composition mins Discussion Brainstorming imagination in art. art.

Definition and Define and explain

Explanation of imaginative Pupils listen
Imaginative 10 Direct composition, using and ask
Composition mins Explanation Instruction examples. questions.

Show examples of
imaginative Pupils observe
Examples of compositions and and identify
Imaginative 5 explain the elements in
Composition mins Demonstration Show and Tell elements. the examples.

Creating 15 Practical Hands-on Guide pupils in Pupils create

Imaginative Art mins Activity creating their own their own
 Tim Teaching Teaching Teacher’s Pupils’
Content e Method Strategy Activity Activity

imaginative
drawings or
paintings. artworks.

Encourage pupils
to share their
artworks and
discuss their Pupils share
Sharing and 3 imaginative and discuss
Discussion mins Interactive Peer Learning elements. their artworks.

Provide a concise
2 note for pupils to Pupils copy
Note Taking mins Writing Note Making copy. the note.

Ask questions to
3 Question & evaluate pupils’ Pupils answer
Evaluation mins Answer Assessment understanding. the questions.

Summarize the key Pupils listen

2 points of the and prepare to
Conclusion mins Recap Summary lesson. conclude.
Classroom Note:
Imaginative Composition
Imaginative composition involves creating unique and original artworks that come from
your imagination, rather than directly depicting reality.

Examples of Imaginative Composition

1. Surreal landscapes
2. Fantasy creatures
3. Abstract art
Imaginative and Creative Drawing & Painting
Imaginative and creative drawing & painting is the process of using your imagination to
create drawings and paintings that are original and express unique ideas or concepts.

Evaluation:
1. What is imaginative composition?
2. Can you give an example of imaginative composition?
3. How is imaginative and creative drawing different from regular drawing?
Lesson Vocabulary:
 Imaginative Composition: Creating art based on imagination rather than real-life
observation.
 Surreal: Art that mixes dream-like, fantastical elements with reality.
Note to Teachers:
Customize the lesson content, teaching methods, and pupil activities to suit your
teaching style, curriculum, and available resources. Encourage creativity and open-
Reference Materials:
 9 – Years Basic Education Curriculum
 Abuja Educational Resource Centre Scheme of work
 NAPPS National Unified Scheme of Work
 Online Information
 [List relevant textbooks]
Instructional Materials:
 Drawing papers
 Pencils, erasers, and sharpeners
 Paints and brushes
 Examples of imaginative compositions
Rationale for the Lesson:
This lesson enhances creativity, imagination, and self-expression, which are crucial skills
for holistic development.
Prerequisite/Previous Knowledge:
Basic knowledge and skills in drawing and painting.
INSTRUCTIONAL PROCEDURES:
Tim Teaching Teaching Teacher’s Pupils’
Content e Method Strategy Activity Activity

Introduce the topic Pupils express

and ask pupils their ideas
Introduction to about their about
Imaginative 5 understanding of imagination in
Composition mins Discussion Brainstorming imagination in art. art.

Definition and Define and explain

Explanation of imaginative Pupils listen
Imaginative 10 Direct composition, using and ask
Composition mins Explanation Instruction examples. questions.

Show examples of
imaginative Pupils observe
Examples of compositions and and identify
Imaginative 5 explain the elements in
Composition mins Demonstration Show and Tell elements. the examples.

Guide pupils in
creating their own
imaginative Pupils create
Creating 15 Hands-on drawings or their own
Imaginative Art mins Practical Activity paintings. artworks.

Encourage pupils
to share their
artworks and
discuss their Pupils share
Sharing and 3 imaginative and discuss
Discussion mins Interactive Peer Learning elements. their artworks.
 Tim Teaching Teaching Teacher’s Pupils’
Content e Method Strategy Activity Activity

Provide a concise
2 note for pupils to Pupils copy
Note Taking mins Writing Note Making copy. the note.

Ask questions to
3 Question & evaluate pupils’ Pupils answer
Evaluation mins Answer Assessment understanding. the questions.

Summarize the key Pupils listen

2 points of the and prepare to
Conclusion mins Recap Summary lesson. conclude.
Classroom Note:
Imaginative Composition
Imaginative composition involves creating unique and original artworks that come from
your imagination, rather than directly depicting reality.

Examples of Imaginative Composition

1. Surreal landscapes
2. Fantasy creatures
3. Abstract art
Imaginative and Creative Drawing & Painting
Imaginative and creative drawing & painting is the process of using your imagination to
create drawings and paintings that are original and express unique ideas or concepts.

Evaluation:
1. What is imaginative composition?
2. Can you give an example of imaginative composition?
3. How is imaginative and creative drawing different from regular drawing?
Lesson Vocabulary:
 Imaginative Composition: Creating art based on imagination rather than real-life
observation.
 Surreal: Art that mixes dream-like, fantastical elements with reality.
Note to Teachers:
Customize the lesson content, teaching methods, and pupil activities to suit your
teaching style, curriculum, and available resources. Encourage creativity and open-

Materials for Imaginative Drawing & Painting

Imaginative drawing and painting require a variety of materials that facilitate artistic
creativity and expression. These materials includes:

1. Paper: The base for most drawings and paintings, available in various textures,
sizes, and weights.
2. Pencils: Used for sketching and outlining; they come in different grades from hard
(H) to soft (B).
3. Erasers: For correcting, modifying, and lightening drawings. Different types include
rubber, kneaded, and vinyl erasers.
4. Paints: Such as watercolor, acrylic, oil paints, and gouache, each offering unique
properties and effects.
5. Brushes: Come in various sizes and shapes, including round, flat, and filbert, for
different painting techniques.
6. Color Pencils: Used for adding color and detail to drawings, available in a wide
range of colors.
7. Markers: Often used for bold colors and lines, including permanent and water-
based options.
8. Palette: A surface to mix paint colors, available in plastic, wood, or paper.
9. Canvas: A heavy-duty fabric used as a painting surface, especially for oil and acrylic
paints.
10.Ink: Used in both drawing and painting, available in various colors and types like
India ink.
11.Charcoal: Ideal for expressive, bold lines and shading in drawing.
12.Pastels: Soft and oil pastels for vibrant colors and blending in drawing.
13.Rulers and Geometric Shapes: For creating precise lines and geometric
shapes in drawings.
14.Mixing Trays: For combining and diluting paints, especially watercolors.
15.Art Sponges: Used for creating texture effects in painting.
16.Masking Tape: For creating sharp edges or protecting areas from paint.
Evaluation:
1. Name three materials used for imaginative drawing.
2. What is the difference between acrylic and watercolor paints?
3. Why is it important to choose the right paper for your artwork?
Lesson Vocabulary:
 Texture: The feel or appearance of a surface.
 Acrylic: A type of paint made with synthetic materials.
 Palette: A board on which artists mix their colors.
Note to Teachers:
Adapt the lesson content, teaching methods, and pupil activities to align with your
teaching style, curriculum, and available resources. Encourage creativity and expression
in your pupils