NAME: ____________________________________________________
Subject: Visual & Performing Arts
School: Gwesela St Andrew’s Primary
Project Title: Difficulty in Mixing Colours Correctly
Grade: 6
Stage 1: Problem Identification
Problem Description:
I have discovered that a lot of grade six learners at my school have difficulties identifying
which are primary colors and which are secondary colors. This has led to problems when
mixing colors correctly to form new ones.
Statement of Intent:
This project aims to help learners understand colour mixing through simple painting
activities and visual demonstrations.
Main Theme:
Improving Colour Mixing Skills
Design Specifications:
Must be fun and child-friendly
Use simple materials like paint, brushes, and paper
Involve group work and demonstrations
Should be low-cost
Stage 2: Investigation of Related Ideas
Methods of Data Collection:
Observations during art lessons
Asking learners what they know about colours
Checking previous artworks
Findings:
Many learners cannot name primary colours
Some over-mix colours, producing dull results
Visual examples are rarely used
Data Analysis:
Learners who received demonstrations performed better than those who only listened to
explanations. This has shown me that practical lessons and learning is more effective in
handling this problem.
Stage 3: Generation of Ideas
Possible Solutions:
1. Using colour charts
Merits:
Easy to use
Visually stimulating
Demerits:
Some students have difficulties grasping information given in theory
Learners not involved in solving the problem
2. Demonstration painting
Merits:
Learners get to be involved in the solution finding process
Practical learning has proven to be highly effective
It is fun and interactive, meaning the learners will participate fully
Demerits:
bad color combinations might lead to failed learning objectives
3. Group mixing activities
Merits:
Promotes teamwork and unity among learners
Learners get to help each other on a peer-to-peer level
Demerits:
Due to collective results, some learners may fall behind even if the group
succeeds in the objective
4. Colour-matching games
Merits:
Helps learners practically
Demerits:
Requires the skill that our learners are lacking
Stage 4: Development of Chosen Idea
Chosen Idea:
Group colour-mixing activities supported by teacher demonstrations.
Testing:
Learners were expected to identify primary colors with the help of a teacher. Learners then
experimented mixing red, blue, and yellow to create new colours.
Final Version:
Hands-on group colour-mixing sessions supported by colour charts.
Stage 5: Presentation of Results
Outcome:
Learners produced cleaner, clearer colours and understood colour relationships.
Stage 6: Evaluation and Recommendations
Evaluation:
Participation increased and learners enjoyed painting.
Recommendations:
Include colour-mixing practice weekly and display colour charts in the classroom.
NAME: ___________________________________________________
Subject: Visual & Performing Arts
School: Gwesela St Andrew’s Primary
Project Title: Difficulty in Maintaining Rhythm While Clapping
Grade: 6(six)
Stage 1: Problem Identification
Problem Description:
During musical performances, many Grade 6 pupils cannot keep a steady rhythm when
clapping. This affects music performance and timing.
Statement of Intent:
I intend to help improve the learners’ rhythm skills through beat counting, clapping games,
and group practice.
Main Theme:
Developing Rhythm and Timing
Design Specifications:
Simple, fun, and interactive
Use body percussion
Allow group and individual practice
No expensive materials required
Stage 2: Investigation of Related Ideas
Methods of Data Collection:
Observations in music lessons
Interviewing learners
Trying simple rhythm exercises
Findings:
Learners lose the beat when tempo increases
They enjoy interactive activities more
Data Analysis:
Rhythm improved when learners practised with a steady count.
Stage 3: Generation of Ideas
Possible Solutions:
1. Beat-counting drills
Merits:
Helps learners control the rhythm to their clapping
Beat-counting helps learners keep a steady beat
Demerits:
Learners lose control when they lose count or count incorrectly
2. Clapping games
Merits:
They are fun for the learners
Very interactive
Demerits:
Easy to lose focus of the aim of the games as learners begin to focus more on
having fun instead
3. Rhythm echo activities
Merits:
Helps learners develop sharp listening skills
Improves the learners’ coordination
It is an interactive and fun way to learn
Demerits:
it might not suit all learners
does not encourage creativity
Stage 4: Development of Chosen Idea
Chosen Idea:
Daily rhythm-count clapping supported by group games.
Testing:
Learners practised clapping to a slow, steady beat before increasing speed.
Final Version:
A structured daily routine of clapping practice and beat echo games.
Stage 5: Presentation of Results
Outcome:
Most learners could clap steadily for longer periods.
Stage 6: Evaluation and Recommendations
Evaluation:
Routine practice was effective.
Recommendations:
Use rhythm warm-ups in all music lessons.
NAME: ___________________________________________________
Subject: Visual & Performing Arts
School: Gwesela St Andrew’s Primary
Project Title: Difficulty in Drawing Human Figures
Grade: 6
Stage 1: Problem Identification
Problem Description:
Learners struggle to draw human proportions correctly, especially when sketching full body
figures. Most of the body parts are usually drawn out of scale, with the head too big
compared to other body parts for example.
Statement of Intent:
To teach basic human figure proportions using shapes and guidelines.
Main Theme:
Improving Human Figure Drawing Skills
Design Specifications:
Use simple drawing techniques
Incorporate step-by-step examples
Use practice worksheets
Low-cost materials like pencils and paper
Stage 2: Investigation of Related Ideas
Methods of Data Collection:
Reviewing learners’ drawings
Teacher observation
Asking learners about challenges
Findings:
Most learners begin drawing without guidelines
They focus on details instead of structure
Data Analysis:
Learners improved when taught to sketch using basic shapes first.
Stage 3: Generation of Ideas
Possible Solutions:
1. Stick-figure foundations
Merits:
Helps learners understand basic proportions
Helps build the learners’ confidence
Demerits:
Learners can become too dependant on the method
Incorrect stick-figure proportions may lead to more problems later
2. Using simple shapes
Merits:
Improves proportioning and placement of body parts
Makes the drawing process easier to build step by step.
3. Step-by-step drawing
Merits:
Builds confidence because the learners will be following a clear guided
process
Helps to make complicated drawings simple through the step by step
process
Demerits:
Encourages copying instead of understanding
Limits creativity
Does not improve free hand drawing
Stage 4: Development of Chosen Idea
Chosen Idea:
Using simple shapes and guidelines to build the human figure.
Testing:
Learners drew using circles, lines, and ovals before adding other details.
Final Version:
A sequential drawing approach starting with shapes and guidelines.
Stage 5: Presentation of Results
Outcome:
Drawings were more balanced and proportional.
Stage 6: Evaluation and Recommendations
Evaluation:
The solution was very effective. Most of the learners gained confidence in their skills and
also managed to get the proportions correct.
Recommendations:
Include figure-drawing exercises during weekly art lessons.
