MINISTRY OF EDUCATION

REPUBLIC OF GHANA

TEACHING SYLLABUS FOR LEATHERWORK

(SENIOR HIGH SCHOOL 1- 3)

Enquiries and comments on this syllabus should be addressed to:

The Director
Curriculum Research and Development Division (CRDD)
P.O. Box 2739
Accra, Ghana

Tel: 0302-683668
0302-683651

September, 2010
 TEACHING SYLLABUS FOR LEATHERWORK
(SENIOR HIGH SCHOOL)

RATIONALE FOR TEACHING LEATHERWORK

Leatherwork, a component of Visual Arts, embraces all art activities that result in two-dimensional and three dimensional forms. A society achieves its cultural significance
through its production in the Visual Arts. As a people, we are identified through our art works. To develop pride and patriotism, it is important that our young people acquire
love for the cultural and aesthetic values in Ghanaian art. The impact of Leatherwork is presently felt in education, health and communication and, in fact, on the total
lifestyle of the society.

Leatherwork has contributed to advances in art and technology. Leatherwork has consequently, made a tremendous impact on the economic development of nations and
improved the quality of life in most parts of the world. In Ghana, the combined energy of Leatherwork, Science and Technology reinforces our survival and development. To
this end, it is important to help our young people to develop artistic skills and capability in Leatherwork not only to contribute to the development and significance of
Ghanaian art forms but also through their application to every sphere of our development efforts.

The content of the course in Leatherwork has been designed in such a way as to provide adequate foundation for students who will pursue further education in art. The
course also offers enough knowledge and skills to students terminating their education at the end of Senior High School and who would wish to enter a vocation dealing in
leatherwork.

GENERAL AIMS

The syllabus is designed to help students to:

appreciate Leatherwork as an integral part of industrial development and living.

develop self-esteem, pride, confidence and patriotism through appreciation of their own leather products.
develop the capacity for creativity using indigenous and contemporary tools and materials in leatherwork.
develop efficient manipulative aesthetic and technical skills using tools and materials to make leather products.
acquire perceptual and analytical skills through the processes of self-expression and communication.
develop critical thinking and practical skills for producing high quality leather works.
be aware of variety of vocations available in the field of leatherwork and opt to chose a career in the field of art..

SCOPE OF CONTENT

This course covers the history, principles and practice of Leatherwork as a vocation. It has enough activities to equip the learner with problem solving skill for life. It also
provides suggestions for art appreciation and evaluation of art work.

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PRE-REQUISITE SKILLS AND ALLIED SUBJECTS

The study is based on the course in Basic Design and Technology offered at the Basic Education level. Students offering a course in Leatherwork should have acquired
satisfactory literacy and numeracy skills including basic skills in drawing and designing, as well as knowledge in Social Studies at the Junior High School level.

SELECTION OF OPTIONS

The general Visual Arts programme consists of nine major subjects. Every student of Visual Arts is expected to study General Knowledge in Art and any two of the
following options: One from group „A‟ and one from group „B‟.

Group A Group B
Graphic design Basketry
Picture Making Ceramics
Textiles Leatherwork
Jewellery Sculpture

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A school may offer as many Visual Arts subjects as possible for which teachers and resources are available. This will provide the student with greater variety of art
subjects to choose from. Each student of Visual Arts is expected to choose THREE art subjects: General Knowledge in Art (compulsory) and TWO other art subjects,
ONE from Group A and the other ONE from Group B listed above.

ORGANISATION OF THE SYLLABUS

The Leatherwork syllabus has been structured to cover three years of Senior High School. The structure and organization of the Leatherwork syllabus is provided on
the next page.

STRUCTURE AND ORGANISATION OF THE SENIOR HIGH SCHOOL LEATHERWORK SYLLABUS

SHS 1 SHS 2 SHS 3

SECTION 1: INTRODUCTION TO SECTION 1: ADVANCE TOOLS AND SECTION 1: PRODUCTION OF LEATHER

LEATHERWORK (Pg 1- 4) MATERIALS IN LEATHERWORK ARTICLES III (Pg 32 – 34)
(Pg. 24 – 25)
Unit 1: Rationale for Studying Leatherwork Unit 1: Exploring Further Uses of Leather
Unit 2: Places of Leather Unit 1: Identification of Tools and Materials in Unit 2: Designing In Leatherwork
Unit 3: Classification of Leatherwork Leatherwork Unit 3: Making Leather Items
Unit 4: Careers in Leatherwork Unit 2: Characteristics of Leather Unit 4: Leatherwork for Sustainable Development

SECTION 2: BASIC TOOLS AND MATERIALS IN SECTION 2: PRODUCTION OF LEATHER SECTION 2: LEATHER DECORATION AND
LEATHERWORK (Pg 5 – 13) ARTICLES II (Pg 26 – 28) FINISHING III (Pg 35 – 37)

Unit 1: Identification and Preparation of Unit 1: Designing Unit 1: Leather Decoration

Leatherwork Tools Unit 2: Sketch Models/Drawing Unit 2: Leather Finishing
Unit 2: Leather-Raw Materials and Preparation Unit 3: Computer Aided Designing in Leatherwork Unit 3: Care and Cleaning of Leather Items
Unit 3: Other Leatherwork Materials Unit 4: Making Leather Items Unit 4: Packaging Leather Product
Unit 4: Maintaining a Healthy Environment Unit 5: Socio-economic Value of Leather Unit 5: Terms Used in Leatherwork

SECTION 3: PRODUCTION OF LEATHER SECTION 3: LEATHER DECORATION AND SECTION 3: ENTREPRENEURIAL SKILLS IN
ARTICLES I (Pg 14 – 17) FINISHING II (Pg 29) LEATHERWORK (Pg 38 - 46)

Unit 1: Design Environment Unit 1: Leather Decoration Unit 1: Areas of Enterprise in Leatherwork
Unit 2: Preliminary Design Unit 2: Leather Finishing Unit 2: Exploring the Market
Unit 3: Design Process Unit 3: Avenues for Financial and Technical
Unit 4: Making Leather Items Support
Unit 5: Appreciation Criticism and Judgement Unit 4: Setting up and Managing an Enterprise
Unit 5: Challenges of the Leatherwork Industry
(continue on next page) (continue on next page) Unit 6: Costing, Pricing and Marketing
(continue on next page)

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 SHS 1 SHS 2 SHS 3

SECTION 4: LEATHER DECORATION AND SECTION 4: EXHIBITION OF LEATHER *LEATHERWORK TOOLS AND EQUIPMENT (Pg 47)
FINISHING I (Pg 14 – 17) PRODUCTS (Pg 30 – 31) LEATHERWORK MATERIALS (Pg 47)
GLOSSARY (Pg 48)
Unit 1: Leather Decoration Unit 1: Meaning, Types and Importance of BIBLIOGRAPHY (Pg 52)
Unit 2: Leather Finishing Exhibition
Unit 2: Planning and Preparing the Exhibition
Unit 3: Mounting the Exhibition
Unit 4: Terms Used in Leatherwork

SECTION 5: BASIC ENTREPRENEURIAL

SKILLS AND PROFESSIONAL
PRACTICES (Pg. 20 – 23)

Unit 1: Building of a Portfolio

Unit 2: Developing a Business Plan
Unit 3: Business Brochure and Card

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TIME ALLOCATION

Teaching the optional/elective subjects will start in the first term of SHS1. Leatherwork is allocated the following periods per week on the time table:

YEAR 1 2 3

PERIODS 6 6 6

SUGGESTIONS FOR TEACHING THE SYLLABUS

General Objectives

General Objectives have been listed at the beginning of each section of the syllabus, that is, just below the theme of the section. The general objectives specify the
skills and behaviours students should acquire as a result of instruction in the units of a section. The general objectives form the basis for the selection and organization
of the unit topics and are directly linked to the general aims for teaching Leatherwork listed on page (iv) of this syllabus.. Read the general objectives very carefully
before you start teaching. After teaching all the units, go back and read the general aims and general objectives again to be sure you have covered both of them
adequately in the course of your teaching.

Sections and Units: Each section of the syllabus is divided into units, where a unit consists of a body of knowledge and skills that form a logical aspect of the section.

Column I - Units: The Units in Column 1 provide the major topics of the section. You are expected to follow the unit topics according to the linear order in which they
have been presented. However, if you find at some point that teaching and learning of a unit will be more effective if you skipped branched to another unit before
coming back to the unit in the sequence you are encouraged to do so.

Column 2 - Specific Objectives: Column 2 shows the Specific Objectives for each unit. The 'specific objectives begin with numbers such as 1.2.2 or 2.2.1. These
numbers are referred to as "Syllabus Reference Numbers. The first digit in the syllabus reference number refers to the section; the second digit refers to the unit, while
the third digit refers to the rank order of the specific objective. For instance, 1.2.2 means: Section 1, Unit 2 (of Section 1) and Specific Objective 2. In other words, 1.2.2
refers to Specific Objective 2 of Unit 2 of Section 1. Similarly, the syllabus reference number 2.2.1 simply means Specific Objective number 1, of Unit 2 of Section 2.
You will note also that specific objectives have been stated in terms of the students i.e. “what the student will be able to do after instruction and learning in the unit. Each
specific objective hence starts with the following: "The student will be able to.. " This in effect, means that you have to address the learning problems of each individual
student. It means individualizing your instruction as much as possible such that the majority of students will be able to master the objectives of each unit of the
syllabus.

As has been said already, the order in which the unit topics appear should not necessarily be the teaching order. There should however, be a linkage in the order in
which the units and specific objectives are treated. The teacher will have to study the syllabus carefully and plan ahead the activities the students will carry out during a
particular lesson. Knowing the requirements of a lesson, the teacher should assemble the tools and materials required for the activities well in advance. The collection
of tools and materials must be done by both the teacher and students. Other regular materials may be continually collected and stored to be used when needed. When

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materials are not available in the school or in the immediate environment, the teacher should try to contact persons in higher institutions and in the community for help.

As students begin work on activities of each lesson, the teacher should serve as a facilitator and motivate the students in various ways to sustain their interest. As
much as possible, resource persons may be invited to carry out demonstrations and talk about their work to the class. Field trips may be organized to the community.

Column 3 - Content: The "content" in the third column of the syllabus presents a selected body of information that you will need to use in teaching the particular unit. In
some cases, the content presented is quite exhaustive. In some other cases, you could add more information to the content presented. In any case, try to find more
information through reading and personal investigations, to add to the content provided. The use of resource persons will in many cases, help to provide your class
with more information and skills. The column also suggests tools and materials that can be used for the unit or lesson.

Column 4 -Teaching and Learning Activities (T/LA): T/LA that will ensure maximum student participation in the lessons is presented in Column 4. The teaching of this
subject should be activity oriented. The major portion of class work and other assignments should emphasize practice. Group work and other participatory methods
should be emphasized in the teaching and learning process. In this particular subject, students are expected to acquire valuable basic practical skills to serve as a
foundation for further skill development. Observe and also ensure that students exhibit skills and values in their behaviour and in creative activities.

Column 5 - Evaluation: Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5. Evaluation exercises can be in the form of oral
questions, quizzes, class assignments, project work, etc. Try to ask questions and set tasks and assignments that will challenge your students to apply their knowledge
to issues and problems, and that will engage them in creating new and original items, and developing positive attitudes as a result of having undergone instruction in
this subject. Evaluation should also include observation of processes students go through in performing various activities, and the products students make. Processes
and products are both equally important and need observation and correction. The suggested evaluation tasks are not exhaustive. You are encouraged to develop
other creative evaluation tasks to ensure that students have mastered the instruction and behaviours implied in the specific objectives of each unit.
Lastly, bear in mind that the syllabus cannot be taken as a substitute for lesson plans. It is therefore necessary that you develop a scheme of work and lesson plans for
teaching the units of this syllabus.

PROFILE DIMENSIONS
Profile dimensions describe the underlying behaviours or abilities students are expected to acquire as a result of having gone through a period of instruction. Each of
the specific objectives in this syllabus contains an action verb that specifies the type of learning or skill that the student should acquire by the end of the instructional
period. A specific objective as follows: The student will be able to describe …etc. contains an action verb "describe" that indicates what the student will be able to do
after teaching and learning have taken place. Being able to "describe" something after the instruction has been completed means that the student has acquired
"knowledge". Being able to explain, summarise, give examples, etc. means that the student has understood the lesson taught. Similarly, being able to develop, plan,
construct, etc. means that the student has learnt to innovate, create or synthesize knowledge. Each of the action verbs in the specific objectives of the syllabus
describes the behaviour the student will be able to demonstrate after the instruction. "Knowledge", "Application", etc. are dimensions that should be the prime focus of
teaching, learning and assessment in schools.

Leatherwork is a practical subject and the learning required is best achieved by practical application of skills learnt. The profile dimensions required in this subject and
their respective weights are as follows:

Knowledge and Understanding 15%

Application of Knowledge 25%
Practical Skills 60%

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Each of the dimensions has been given a percentage weight that should be reflected in teaching, learning and testing. The weights, indicated on the right of the
dimensions, show the relative emphasis that the teacher should give in the teaching, learning and testing processes. Combining the three dimensions in the teaching
and learning process will ensure that leatherwork is taught and studied not only at the cognitive level, but will also lead to the acquisition of practical skills in the subject.

The explanation of the key words involved in each of the profile dimensions is as follows:

Knowledge and Understanding (KU)

Knowledge The ability to:

remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is simply the ability to
remember or recall material already learned and constitutes the lowest level of learning.

Understanding The ability to:

explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict consequences based upon a trend.
Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.

Application of Knowledge (AK)

Ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learning/behaviour levels. These levels include application, analysis,
innovation or creativity, and evaluation. These may be considered and taught separately, paying attention to reflect each of them equally in your teaching. The
dimension "Use of Knowledge" is a summary dimension for all four learning levels. Details of each of the four sub-levels are as follows:

Application The ability to:

apply rules, methods, principles, theories, etc. to concrete situations that are new and unfamiliar. It also involves the ability to produce, solve,
operate, plan, demonstrate, discover etc.

Analysis The ability to:

Break down materials into its component parts; to differentiate, compare, distinguish, outline, separate, identify significant points etc, recognize
unstated assumptions and logical facilities, recognize inferences from facts etc.

Innovation/Creativity The ability to

put parts together to form a new whole. It involves the ability to synthesize, combine, compile, compose, devise, suggest a new idea or
possible ways, plan, revise, design, organize, create, and generate new solutions. The ability to create or innovate is the highest form of
learning. The world becomes more comfortable because some people, based on their learning, generate new ideas, design and create new
things.

Evaluation The ability to:

appraise, compare features of different things and make comments or judgments, contrast, criticize, justify, support, discuss, conclude, make
recommendations etc. Evaluation refers to the ability to judge the worth or value of some materials, ideas etc., based on some criteria.
Evaluation is a constant decision making activity. We generally compare, appraise and select throughout the day. Every decision we make
involves evaluation. Evaluation is a high level ability just as application, analysis and innovation or creativity since it goes beyond simple
knowledge acquisition and understanding.
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The action verbs provided under the various profile dimensions should help you to structure your teaching to achieve the set objectives. Select from the action verbs
provided for your teaching, in evaluating learning before, during and after the instruction.

Practical Skills (PS)

Practical skills involve pre-imaging to solve practical problems, demonstration of manipulative skills using equipment, tools and materials to carry out practical
operations. The teaching and assessment of practical skills should involve projects and creative practical tasks.

“Practical Skills” is given 60 per cent of the teaching, learning and testing time to emphasize the point that leatherwork is more toward the acquisition of practical skills
at the SHS level. The remaining 40 per cent can be used for theoretical aspect involving acquisition of knowledge and understanding involving observing, listening,
responding, talking, reporting, describing, brainstorming and discussion.

Skills required for effective practical work are the following:

Equipment/Tools/Materials handling
Observation
Technical proficiency – Craftmanship/Draftsmanship
Perception
Creativity
Communication

Tools/Equipment/Material Handling: Students should be able to handle and use tools/equipment/materials properly for practical work to acquire the needed manual
skills.

Observation: The student should be able to use his/her senses to make accurate observation of skills and techniques during demonstrations. The student in this case
should be able to imitate the techniques he/she has observed for performing other tasks.

Craftsmanship/Draftsmanship: This involves the skilful and efficient handling of materials and tools for accomplishing specific tasks according to the level of the
students.
Perception: The student should be able to respond to his/her environment using all the senses i.e. seeing, hearing, smelling, touching and tasting. The student
should be encouraged to apply these senses to every project he/she undertakes.

Originality/Creativity: Students should be encouraged to be creative or original and be able to use new methods in carrying out projects. Encourage them to be
original in making works of art and not copy existing work. You can help them to be creative and original by encouraging any little creative effort, technique and
product they may develop.

Communication: Students should be guided to develop effective oral and written communication skills necessary for group work, reporting and appreciation etc.

The action verbs provided under the various profile dimensions should help you to structure your teaching to achieve the set objectives. Select from the action verbs
provided for your teaching, in evaluating learning before, during and after the instruction.
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FORM OF ASSESSMENT

The table below shows the recommended examination structure for SHS1-3. The structure consists of two examination papers: Paper 1, Paper 2 and the SBA.

Paper 1: (2 hours 50 minutes). Will consist of two sections; „A‟ and „B‟ and candidates will be required to answer all of them at one sitting.

Section A: There will be 30 multiple-choice items and candidates will be expected to answer all the questions within 40 minutes for 30 marks.

Section B: Will consist of six (6) essay-type questions based on theory and practice from all areas of the subject. Candidates will be expected to choose and answer
four (4) of them within 2 hours 10 minutes for 50 marks. One of the 4 questions chosen should be the compulsory question which will test knowledge and skills in
perception, appreciation, criticism and judgement based on a photograph of an original art work in colour, a facsimile or real work (if possible). The compulsory question
will be allocated 40 minutes and marked out of 20 and the remaining three answered within 90 minutes (30 minutes each) and marked out of 30 (10 marks each).

Paper 2: Practical Test:

Paper 2 to be marked out of 130, will be the “practical” test paper and will require a student to choose one question from a number of practical questions. The practical
questions should be given to students/candidates two weeks before the practical examinations. The Preliminary Design and relevant notes will be tested on the first
day of the Practical Examination. The preliminary design and notes, which should be attached to the finished work, will be marked out of 30, and the main practical test
marked out of 100.

DISTRIBUTION OF EXAMINATION PAPER WEIGHTS AND MARKS

PAPER 1 PAPER 2
Dimensions Section A Section B Total Marks % Weight
Practical SBA of
(Objective (Essay) Test Dimensions
Test)

Knowledge and 20 5 20 45 15
Understanding

Application of 10 45 - 25 80 25
Knowledge

Practical Skills - - 130 45 175 60

Total Marks 30 50 130 90 300

% Contribution of 10 15 45 30 100
Papers

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The total marks for the examination including 90 for the SBA will be 300 marks. You will note in the last row that Paper 1 A has a contribution of 10% to the total marks;
Paper 1B has a contribution of 15% to the total marks; Paper 2 has a contribution of 45%, and School Based Assessment has a contribution of 30% to the total marks.
The three test papers are weighted differently to reflect their individual importance in the total examination. The numbers in the cells indicate the marks to be allocated
to the items/questions that test each of the dimensions within the respective test papers. The practical test paper is the most important paper at the SHS level and
therefore has more weight and more marks.
Note that the numbers in the columns are additions of the numbers in the cells and they agree approximately with the profile dimension weights indicated in the last
column and with the percentage contribution of each of the papers in the last row.
Of the total marks of 300, 45 total marks, equals the 15% weight of “Knowledge and Understanding”; 80 marks out of the total 300 is approximately equal to the 25%
weight of “Application of Knowledge”; and the total marks of 175 is approximately equal to the profile dimension weight of 60 for “Practical Skills. The weight of each of
the three dimensions is indicated in the last column. The ratio of theory to practice in Visual Art is 40:60

Assessing Practical Work

The practical test is very important since Visual Art is practically oriented, and an actual practical test should therefore be conducted in addition to SBA and the test of
theory. Assessment of the products/artefacts of leatherwork will follow these guidelines:

Originality 30%
Design 20%
Suitability 10%
Craftsmanship 40%

The above shows the qualities the teacher should look for in a product and the percentage marks to be awarded each quality. (See Guidelines for SBA below for
details)

What to look for in an Art work Evaluation:

The following may be used as a checklist of what to look for in an artwork evaluation:
creativity, originality, innovation;
Use of media, tools and materials
Design: composition of elements and principles
Technical competence: draughtsmanship and craftsmanship
Uses, relevance and suitability of artefact to society/community

GUIDELINES FOR SCHOOL-BASED ASSESSMENT (SBA)

A new School Based Assessment system (SBA) will be introduced into the school system in 2011. The new SBA system is designed to provide schools with an internal
assessment system that will help schools to achieve the following purposes:

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Standardize the practice of internal school-based assessment in all Senior High Schools in the country
Provide reduced assessment tasks for subjects studied at SHS
Provide teachers with guidelines for constructing assessment items/questions and other assessment tasks
Introduce standards of achievement in each subject and in each SHS class
Provide guidance in marking and grading of test items/questions and other assessment tasks
Introduce a system of moderation that will ensure accuracy and reliability of teachers‟ marks
Provide teachers with advice on how to conduct remedial instruction on difficult areas of the syllabus to improve
class performance.

The arrangement for SBA may be grouped in categories as follows. Folio Preparation, Project designed to include folio preparation, Mid-Term test, Group Exercise and
End of Term Examination.

1. Folio Preparation: Folio preparation may include the following:

i. Specific Design
ii. Investigative study and field visit reports.

2. Project: This will consist of a selected topic to be carried out by groups of students for a year. Segments of the project will be carried out each term toward the
final project completion at the end of the year,

Knowledge and Competence in Core Skills and Options: In marking project work, note that for a student to earn Grade A, the project output must show a
combination of knowledge and skill in the student‟s selected option and in at least one of the other two options. Grade A should therefore be reserved for only
outstanding work that combines knowledge and skill in at least two of the optional areas.

Practical activities should be used in both School-Based Assessment (SBA) and in the end-of-term examination. The practical assessment should cover:

Processes
Products
Response

Assessment of processes: Look for creative and critical thinking, originality of ideas in the work; the design, correct handling and use of equipment, tools and
materials. The degree of involvement, attitude to the work (including group work), understanding of the process, procedure, techniques and problem solving
ability of the students must also be assessed.

Assessment of end product: The following preliminary question will be helpful when assessing an end product as a requirement for a lesson, task,
activity/exercise: Is the student able to compose, develop, perform, stitch, draw and paint as required by the objectives? Assessment of finished products or
performance also includes the students‟ verbal response or discussion/comments about the work/performance.

Theory and Practicals: Assessment of the theory and practical aspects of each option should be weighted 40:60 to reflect the importance of the practical nature
of the options.

3. Mid-Term Test: The mid-term test following a prescribed format will form part of the SBA

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4. Group Exercise: This will consist of written assignments or practical work on a topic(s) considered important or complicated in the term‟s syllabus

5. End-of-Tem Examination: The end-of-term test is a summative assessment system and should consist of the knowledge and skills students have acquired in
the term. The end-of-term test for Term 3 for example, should be composed of items/questions based on the specific objectives studied over the three terms,
using a different weighting system such as to reflect the importance of the work done in each term in appropriate proportions. For example, a teacher may
build an End-of-Term 3 test in such a way that it would consist of the 20% of the objectives studied in Term 1, 20% of objectives studied in Term 2 and 60% of
the objectives studied in Term 3.

Suggested Procedures for Art Appreciation, Criticism and Judgement:

For each work produced by the student, appreciation should be conducted as follows:

Appreciation: It can be explained as the full awareness of all the good qualities in an artwork as well as in what we see, read and hear. Appreciation which can also be
explained as an intelligent talk about a basketry work of art requires the application of knowledge and skills in perception, thinking, aesthetics and art in general.

Art Appreciation Criticism And Judgement: The concept can be explained simply as an organized system for studying and talking about a work of art or (artwork).

Purpose And Importance: An art appreciation, criticism and judgement enables the artist or viewer to:
- build his/her perceptional skills
- form an opinion to judge the merits of an artwork
- determine whether an artwork is successful or effective
- think carefully, critically and organise his/her thoughts
- describe, analyse, interpret, criticize/judge or evaluate a work of art with confidence
- make sound aesthetic judgements
- develop better understanding and appreciation of all types and styles of artwork
- make ones aesthetic and personal interaction or response to an artwork meaningful and memorable
- apply critical thinking, expressive and aesthetic criteria to improve own art works

Steps/Procedure In Art Appreciation and Criticism

Step 1: Identification and Description: This procedure involves listing and determining the physical characteristics and basic facts about the artwork eg. name, title,
size of work, date, medium, etc.

Step 2: Analysis: It is concerned with dissecting the artwork into constituent parts. It involves collecting facts, the technical qualities of the work as well as paying
attention to aspects of the work that are obvious or easily recognized and classified. It covers three components namely:
(a) analysis of the elements and principles of design, composition and how they are organized to make the artwork eg. balance, unity, rhythm, etc.
(b) analysis of relationship among parts and determining the major connections amongst aspects of the artwork.
(c) analysis of parts of the whole is done by explicating how the various parts and their relationship fuse to form the expressive content of the artwork.

Step 3 Interpretation: It seeks to find out what the artist is saying or communicating or the meaning of the artwork. It is concerned with the cultural, social a economic
or religious significance of the work. It also involves the determination of aspects of the work which are essential or irrelevant to the meaning of the subject matter in
the context of the work. Interpretation is based on the perception and experience of the viewer as well as the facts and clues from description and analysis.

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Step 4 Judgement: This is concerned with passing judgement; whether the work is successful or effective or the artistic merit of the work. It also involves giving honest
opinion of what one likes or dislikes, the reasons and judgement about the work. Judgement attempts to answer the question of whether the work is
successful/effective or not by applying understanding of theories of aesthetics.

Aesthetic Theories: Aesthetics is the philosophy and study of the nature of beauty and arts. Three types of aesthetic theories are:

(a) Imitation and Liberal Qualities: It focuses on realist presentation of the subject matter or an imitation of life or what one sees in real world.

(b) Formalism and Design Qualities: It emphasizes the design qualities; focusing on the arrangement of the elements using principles of design or
composition.

(c) Emotionalism And Expressive Experience: It is concerned with the content of the work of art and the nature of artwork to convey a message to the viewer.
Emotionalism requires a strong communication, feeling; mood or ideas from the work to the viewer.
NOTE: One or more of the aesthetic theories can be used to judge on artwork depending on the type and purpose. If one limits oneself to only one theories to
appreciate and criticize an artwork, some unique or interesting aspects may not be discovered. Using the three is the best approach.

Art Evaluation: Evaluation in art can also be explained as the making a judgement about the aesthetic quality and values of the work of art. This judgement is based
on ones:
- perception
- analysis
- application of reliable aesthetic criteria for making critical judgement.

A systematic evaluation criteria which is considered adequate for judgement in art covers the:
- degree of internal relatedness and cohesion within the work of art
- the fusion and vividness of one‟s experience within the work of art
- the degree to which the work of art represents a norm; reflects the expression of a culture and is true to the use of elements and principles of design;
media and techniques.

Judging Functional Objects: Judging a functional artwork such as a woven basket or hat requires the application of the procedure in appreciation and criticism eg. eg.
identification, description, analysis, interpretation. One must also use what is considered as empirical evaluation criteria. It takes into consideration how the object
functions or serves the purpose for which it was made. Empirical evaluation criteria which is also described as “extra aesthetic,” considers both the functional and
aesthetic features of the work. For example, a shopping basket may be beautiful but not comfortable or useful because it has no handle for lifting or carrying it when
filled with goods.

When students produce art works, attention should be paid to the following:

identification, discussion, care and testing of tools and materials;

preliminary designing and sketch-models;
translation of designs and sketch-models into art works;
construction of the articles;
decoration and finishing;
discussion of uses/relevance of the article(s).

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GRADING PROCEDURE

To improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the following WASSCE grade structure for
assigning grades on students‟ test results. The WASSCE structure is as follows:

Grade A1: 80 - 100% - Excellent

Grade B2: 70 - 79% - Very Good
Grade B3: 60 - 69% - Good
Grade C4: 55 - 59% - Credit
Grade C5: 50 - 54% - Credit
Grade C6: 45 - 49% - Credit
Grade D7: 40 - 44% - Pass
Grade D8: 35 - 39% - Pass
Grade F9: 34% and below - Fail

In assigning grades to students‟ test results, you are encouraged to apply the above grade boundaries and the descriptors which indicate the meaning of each grade.
The grade boundaries i.e., 60-69%, 50-54% etc., are the grade cut-off scores. For instance, the grade cut-off score for B2 grade is 70-79% in the example. When you
adopt a fixed cut-off score grading system as in this example, you are using the criterion-referenced grading system. By this system a student must make a specified
score to be awarded the requisite grade. This system of grading challenges students to study harder to earn better grades. It is hence a very useful system for grading
achievement tests.

Always remember to develop and use a marking scheme for marking your class examination scripts. A marking scheme consists of the points for the best answer you
expect for each question, and the marks allocated for each point raised by the student as well as the total marks for the question. For instance, if a question carries 20
marks and you expect 6 points in the best answer, you could allocate 3 marks or part of it (depending upon the quality of the points raised by the student) to each point
, hence totalling 18 marks, and then give the remaining 2 marks or part of it for organization of answer. For objective test papers you may develop an answer key to
speed up the marking.

xiv
 SENIOR HIGH SCHOOL - YEAR 1
SECTION 1
INTRODUCTION TO LEATHERWORK
General Objectives: The student will:
understand „leather‟ its importance, sources and uses.
be aware of the potentials that exist in the leatherwork industry.
be exposed to wide range of leather terminologies and their appropriate usage
.
TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES
UNIT 1
The student will be able to: Students to:
RATIONALE
AND HISTORY explain the term Meaning of leatherwork: art of preparing animal Through discussions, guide students to explain the term
„leatherwork‟. skins and hides into leather and using appropriate understand and explain the meaning of leatherwork.
OF STUDYING tools and materials to produce leather articles. leatherwork
LEATHERWORK

discuss the socio- Socio-economic reasons for studying leatherwork: Discuss the socio-economic importance write short essay
economic reasons 1. As an avenue for creativity and self- of leatherwork. explaining the rationale
for studying expression. of studying
leatherwork. 2. Makes life worth living and comfortable: leatherwork.
i. learning to make articles to meet the
needs in life
ii. acquiring skills to produce articles to
enhance life/abode
iii. acquire knowledge in the use of leather.

Economic reasons:
Creates employment opportunities
Provides income
Promotes tourism
Leads to the improvement in one‟s standard of
living.
Provides containers for grains, etc

1
 TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES
UNIT 1 (CONT’D) The student will be able to:
Students to:
RATIONALE AND
1.1.3 trace the history and The History and Uses of Leather Over the Lead students to discuss history and write a brief history on
HISTORY OF
uses of leather over Years uses of leather over the years from the significant
STUDYING the years. The use of leather dates back to prehistoric times prehistoric through modernity. development of leather
LEATHERWORK (Palaeolithic era) when the caveman used across time.
untreated skins as covering for the body. Guide the students to discuss the
significant development of leather across
Over the years man has been making items from time.
leather to satisfy spiritual, cultural and socio-
economic needs. Some of these products include NB: valuable information about leather
talismans, war cloaks, amulets, garments, bags, can be downloaded from the internet.
belts, footwear, hats, upholstery, pouffe, beads,
balls and decorative leather items etc.

Classification of the uses of Leather Lead students to discuss and compare prepare a chart
1.1.4 classify the uses of i. Clothing and body items: garments, the uses of leather during ancient times comparing the use of
leather footwear, beads, hats, belts, buttons, etc. and modern days. leather articles in the
ii. War and Defence: as weapons e.g. shield, past and today.
bows, arrows, quiver, talismans, amulets,
war-cloaks, etc. display their works for
iii. Education: surface for writing e.g. assessment.
Parchments, vellum, book-covers, pen-
holders, etc.
iv. Chieftaincy and Culture: state umbrella,
swords, pouffe, whisk, mats, drums, leather-
plaited stools, etc.
v. Containers: for storage and services e.g.
bags, bottles, purse, portmanteau,
suitcases, spectacle cases, etc.
vi. Sports and entertainment: balls, hand
gloves, etc.
vii. Industry: boots, conveyor belt, high tension
cables etc.

2
 TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 2 The student will be able to: Students to:

1.2.1 identify leather Centres noted for Processing Pelts in Ghana With the help of a map of Ghana, help draw a map of Ghana
PLACES OF
processing and i. Towns and Cities students to locate leatherwork areas in showing places where
LEATHER WORK production centres  Tamale Ghana leather is produced.
in Ghana.  Bolgatanga
 Wa
 Kumasi etc.
ii. Centres for National Culture etc.

NB: a „pelt‟ is a term used in describing the outer

covering of a dead animal, especially with the fur or hair
still on it. Pelts are classified as hides, skins and kip.
UNIT 3 1.3.1 name some Guide students to identify and discuss write an essay and
Some Leather Products and their Uses
leather products Article Examples/Uses leather products and their uses. assign reasons why
CLASSIFICATION and discuss their these areas are noted
1 Containers handbags, purses, cases
OF LEATHER uses. etc. Assist them to make a chart of the for the supply and
PRODUCTS 2 Body Items footwear, clothing, gloves, products under the following: production of leather.
hats, belts Containers
3 Household cushions, hassocks, Sports
items furnishing Cultural objects make scrap book with
Decoration pictures of leather
4 Religious/magi drums, skins, talisman, flying
products. (full term‟s
cal whisk, amulets, sceptres
project)
5 Industrial bellows, aprons, conveyor
items belt, boots, gloves, etc.
6 Sports footballs, cricket balls and
bats, shoes
7 Defence and gloves, spiked shoes, boots,
Protective shin guards helmets,
amulets, quivers, bowls,
8 Music and drums, organs, fifes, lutes,
entertainment symbol straps

9 Animal Dog collars, leash, muzzles,

accessories harness, rains, saddles

3
 TEACHING AND LEARNING
NIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 4 The student will be able to: Student to:

CAREERS IN 1.4.1 describe the career opportunities Career opportunities in leatherwork: Guide students through a mention and explain
LEATHERWORK in leatherwork.  Leather production (tanning) discussion of the role of people five Leatherwork
 Leather technologist engaged in the vocations listed. careers.
 Leather art/decoration/
restoration Students to discuss in groups,
 Leather product dealer the career opportunities in
 Leatherwork tutor leatherwork
 Dealing in leather accessories,
 equipment and tools.
 Designing and producing leather
items – cases, bags, shoes, etc.
 Leather Upholstery.

4
 SENIOR HIGH SCHOOL - YEAR 1
SECTION 2

BASIC TOOLS AND MATERIALS IN LEATHERWORK

General Objectives: The student will:

be exposed to the processes in preparing, exploring, caring and maintaining leather tools and materials.
understand the composition and parts of a skin/hide.
be in the position to produce simple leather articles and appreciate the importance of producing leather articles.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Students to:

IDENTIFICATION 2.1.1 identify and prepare Identification and preparation of tools; such as Guide students to identify some leatherwork prepare the basic tools
AND PREPARATION leatherwork knives, punches, saddlers‟ needles, awls, mallet, tools and state their functions e.g. cutting, that they can make by
LEATHERWORK OF tools. etc. piercing, hitting, decorating, polishing, etc. themselves.
TOOLS
Demonstrate how to make some of the tools
and ask students to produce samples for
Test tools made by using them for cutting, marking, their personal use.
punching, and piercing leather.
Guide students to test tools on scrap leather.

NOTE Invite a local expert, to assist in your

demonstration, if possible.

2.1.2 explore various Exploration of leatherwork tools: compare and Assist students to explore and test tools handle tools correctly to
types of tools for contrast tools for piercing, cutting, skiving, stamping prepared and improve upon them. perform stated
leatherwork. and polishing. activities.

5
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Students to:

IDENTIFICATION 2.1.3 care and maintain Care and maintenance of leatherwork tools. Demonstrate and guide students to discuss how
AND leatherwork tools.  Sharpening cutting and piercing edges to care and maintain leatherwork tools.
PREPARATION  Re-facing mallet head
LEATHERWORK  Oiling metal parts of the tools when not .
OF TOOLS in use.
 Dressing punch tools

Guide students to mention names of animals

2.2.1 identify animals that Animals that provide pelts for leather e.g. cow, whose pelts are processed into leather.
provide pelts for pig, goat, sheep, snake, rabbit, and lizard
leather

2.2.2 classify leather into Classification of Leather Assist students to discuss the differences among
skins, hides and pelts. i. Hides: covering of larger animals e.g. the major types of leather:
cow, buffalo, horse, pig i. Cattle group – cow/bull hides – uses; shoe
soles, heels, wellington boots and shoe
ii. Skins: covering of young or smaller uppers, harnesses, travelling bags,
animals e.g. sheep, goat, ostrich, shark, garments, briefcases, etc. (from calves,
snake from small breeds of cattle – shoe uppers,
boots, hand bags, fancy leather goods,
iii. Kips: skins of undersized animals e.g. etc. Calf skins – boots, shoe uppers
UNIT 2 lizard, rabbit bookbinding, rawhide and parchments, etc.

LEATHER - RAW NOTE Pelts: this is the collective name for raw ii. Sheep and Lamb group – woollen skins,
MATERIALS AND hides, skins and kips of animals. aired skins (cabrettas), etc – shoe linings,
PREPARATION gloves, aprons, chamois, piano action, etc.
.
iii. Goat and Kid group – shoes, gloves and
garments, aviator‟s clothing, bookbinding,
etc.

6
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 2 (CONTD) The student will be able to: Students to:

LEATHER - RAW iv. Equine group – (horse, colt, ass, mule,

MATERIALS AND zebra) – shoes, gloves and garments,
PREPARATION sporting goods, luggage, etc.

v. Buffalo group – luggage, handbags, shoe

soles and uppers.

vi. Pig and hog, boar, peccary and carpincho

– fancy leather goods, luggage, inner shoe
upper, etc.

vii. Deer group (fallow, deer, antelope,

gazelle, elk, caribou) – shoe uppers,
gloves, clothing, piano actions, etc.

viii. Aquatic groups: seal, sea lion and walrus –

luggage, fancy leather goods, buffing
wheel Shark, whale, black fish, dolphin,
porpoise, etc – fancy leather goods
luggage, shoe uppers. Alligator – shoe,
handbags, fancy leather goods.

ix. Minor classes – Ostrich skins: Fancy

leather goods and luggage. Lizard,
snakes, frog, etc – shoe uppers, bags and
fancy leather goods.

2.2.3 draw and label the Parts of skin hide and kip (neck, butt, sides Guide students to identify the parts of skin and draw a typical hide or
parts of skin, hide or and bend). hide. skin and label the
kip. parts.

7
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 2 (CONTD) The student will be able to: Students to:

LEATHER - RAW 2.2.4 identify the types Types of leather: chamois, nappa, morocco, Exhibit samples of some of the leather for identify types of
MATERIALS AND of leather. suede, calf, etc. students to see and discuss their uses. leather to use for
PREPARATION particular projects.

2.2.5 describe the Characteristics of parts of hides and skins: Students to discuss the characteristics of parts of
characteristics of Back or middle ((is made of neck, shoulder, hides or skins.
the parts of hides bend and butt)
and skins. Sides or belly (is lighter and less uniform)

2.2.6 describe the Structure of a skin/hide: Lead students to describe the structure of skin and compare the structure
structure of skins i. Physical Structure of skin consists of hide. of human skin with
and hides. three well defined layers, distinct both in that of the skin and
structure and origin hide.
 a thin layer of epithelial cells – the
epidermis
 a thick layer – the dermis
 a subcutaneous layer of adipose
tissue – the flesh – the corium

ii. Chemical Composition

 water, proteins, fatty matter,
carbohydrates and mineral matter

2.2.7 explain the process Process of Tanning: a process of Guide students to discuss the meaning of tanning
of tanning. preparing/processing skin/hide into leather and explain the pre-tanning and tanning
using tannic acid. processes.

8
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 3 The student will be able to: Students to:

OTHER 2.3.1 describe synthetic Synthetic Leather and its Characteristics: Lead students to brainstorm and discuss the
LEATHERWORK leather and its It is leather manufactured through polymerization meaning and characteristics of synthetic
MATERIALS characteristics. of some simple organic molecules. leather.

Synthetic leathers are

 non elastic
 tears easily
 not pliable (not flexible).

„Leather off-cuts‟ are pieces of leather that are left Guide students to discuss leather off-cuts and collect leather off-cuts
2.3.2 create useful items where they can be obtained. from upholstery
after the main piece has been cut and removed.
from leather off-cuts shops etc. design and
They are obtained from the following sources:
i. upholsterers, Lead students to discuss the articles that can make articles from
ii. shoemakers, be made out of leather off-cuts. them to satisfy a
iii. leather factories. need..
Demonstrate the use of leather off-cuts to
Uses: they can be used to produce book markers, produce functional leather articles.
baggage tags, watch straps, key-holders etc,.

Suitable Adhesives for Leatherwork. Lead students to identify and describe use the three (3)
2.3.3 identify adhesives
 PVA glue (white glue) adhesives that are suitable for leatherwork, adhesives in order
that are suitable for giving the qualities that make them suitable for and report on their
leatherworks.  Formica glue (99 glue)
 Agidi (local corn preparation) leatherwork. strengths and
fastness.

9
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 3 (CONT’D) Students to:

OTHER 2.3.4 explore the use of Exploration and Preparation of Adhesives from Guide students to explore and experiment the develop their own
LEATHERWORK plants, animal and Vegetable and Animal Sources use of materials from plants, animals and other adhesives from
MATERIALS other sources to Vegetable Animal sources to prepare adhesives. available sources
produce adhesives. Gum Bone E.g. resin from a local plant mixed with water
Rosin Casseine (milk)
Rubber Fish scales
Starch Hide
Farina Tsinglass (bladder)
Sogo Horn
Gloy Hoof
Flour Bee wax
Tapioca White of egg
Kafa/Agidi

Artificial
Styrofoam

10
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 4 The student will be able to: Students to:

MAINTAINING A 2.4.1 demonstrate Maintenance of personal and environmental Lead students to discuss observe good health
HEALTHY knowledge and skills sanitation  The concept of personal hygiene practices in class and
ENVIRONMENT in maintaining  Reasons for practicing personal during leatherwork
personal hygiene Hygiene means practices that prevent spread of hygiene activities.
disease-causing organisms. Since cleaning  How to maintain personal hygiene
processes (e.g., hand washing) remove infectious
microbes as well as dirt and soil, they are often
the means to achieve hygiene Students to practice
what could be done
Reasons for Practicing Personal Hygiene when the unfortunate
 For long life happens.
 To avoid intermittent illness
 Increase in productivity
 Improvement in national life expectancy ratio
 Etc.

How to Maintain Personal Hygiene

 Body cleansing – regular bathing, removing
of nails, use of local body lotions (Shea-
butter), cleaning of the nostrils, ears etc.
 Hair care – frequent cutting down of hair,
use of local hair formulas etc.
 Internal cleansing – enema (colon irrigation):
it helps the body to flush out internal waste
and keep the blood clean.

Leatherwork chemicals contain an epoxy resin,

2.4.2 explain the effects of
which may cause sensitisation by skin contact and
the use of leather,
development of allergy. Irritating to eyes and skin.
tools and other
Harmful to aquatic organisms, may cause long-
materials on the
term adverse effects in the aquatic environment.
health of the
Make sure you cut or shape nails both fingers and
individual
toes

11
 TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 4 (CONTD) The student will be able to: Students to:

MAINTAINING A Effects of Leatherwork materials on health Guide students to brainstorm and discuss write an essay on the
HEALTHY  Toxic materials can exert their harmful effects the effect of leather and leather health implication of
ENVIRONMENT immediately (acute effects) or after a long period accessories on health and suggest ways working with leather and
of exposure (chronic effects). of dealing with it. suggest solutions.
 Cuts from leatherwork tools can be very
dangerous. Consult qualified medical personnel
immediately for medical attention to avoid
contracting tetanus.
 Avoid inhalation of fumes during spraying or
decorating leather.
 Infection can also occur through ingestion. Avoid
contact with the mouth while working with leather
and leather tools. Clean hands thoroughly with
soap and water after work.
 Materials such as corrosives (acids and alkalis),
can attack and destroy the outer layers of the skin,
creating serious burns.

2.4.3 suggest ways to Ways to improve personal and environmental health Lead students to suggest ways of in groups present their
improve personal and improving personal and environmental report for assessment
environmental health Ventilation health. and grading
 Leather studio should be well ventilated.
 Dyeing and sanding should be done in the open. Students in groups visit nearby
workplaces and interact with the workers
Personal Protective Equipment to ascertain their level of commitment in
maintaining personal and environmental
 Put on protective clothing and equipment before
hygiene and report for class discussion
beginning work activity.
and appraisal.
 chemical resistant gloves shall be worn whenever
there is a risk of exposure to hazardous materials.
NB: students can use any appropriate
 respirators may be required in the use of technology to gather information and
hazardous materials that cannot be readily report to class, e.g. voice recorders,
controlled by ventilation motion pictures, power point, VCD, DVD,
 students should wear approved safety glasses or EVD, etc.
goggles when sanding their leathers.

12
 TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 4 (CONTD) The student will be able to: Storing, Handling, and Disposing of Art Materials Students to:
 Dispose of all waste substances properly.
MAINTAINING A  Always use good housekeeping practices.
HEALTHY  Always wash hands & arms with soap and
ENVIRONMENT water before leaving the leather studio – even
if gloves were worn.
 Learn the hazards and physical properties of
the materials used (e.g., corrosive, flammable,
reactive, toxic).
 Organize periodic cleaning of the studio an its
environs.

13
 SENIOR HIGH SCHOOL - YEAR 1
SECTION 3
PRODUCTION OF LEATHER ARTICLES I

General Objectives: The student will:

understand design and the processes involved.
acquire skills in designing and producing with leather using appropriate steps.
develop skills in producing leather articles to accepted standards. .

TEACHING AND LEARNING

UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES
UINT 1
The student will be able to: Students to:
DESIGN
ENVIRONMENT 3.1.1 explain design. The meaning of design: design is the plan of work. Lead students to brainstorm, discuss explain the meaning
It is an arrangement of the elements of design and come out with the meaning and and purpose of design
according to accepted principles. Both elements importance of design. E.g. we live in a
and principles of design are needed for creating world full of items produced as a
order and beauty in the end product. result of design. The digital world has
provided the youth with a myriad of
design alternatives such as designer
shoes, belts, shirts, bags, etc.

3.1.2. explore the Exploration of the environment: Students to explore the environment, develop shapes from
environment and The environment as a source of idea generation observe, identify and collect objects the objects collected for
collect objects with which represent varied shapes. reproduction in leather.
varied shapes.
Guide students to discuss the shapes
and forms of the objects collected and
deduce ideas for reproduction in
leather.
be d

14
 TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

The student will be able to: Students to

UNIT 2
3.2.1 illustrate the Importance of preliminary designing Guide students to discuss the Students to state four
PRELIMINARY importance of  Offers opportunity for selecting from a importance of preliminary designing in (4) reasons why
DESIGN preliminary designing. series of designs. the production of leather items. preliminary designing
 Prevents wastage. should precede the
 Gives the chance to have the end products execution of any
in view project.
 Offer the opportunity to plan and prepare
adequately.
 Offers the chance to work accurately and
with precision.
UNIT 3  Serves as a guide.
DESIGN PROCESS 3.3.1 make own designs Making a Design: Lead students to discuss the design submit drafted patterns
using the appropriate Design Process: process using appropriate TLMs. for assessment .
steps.  Identification of a Problem
Students to identify a need and go
 Statement of the Problem
through the design process to create a
 Analysing the problem
template or drafted pattern in class for
 Ideation: Finding Solutions by making discussion.
Preliminary Sketches and producing a
Prototype for Evaluation.
 Creating Templates/Drafted Patterns
 Realization/Production:
- Tracing of Templates
- Cutting of Leather
- Assembling and Joining
- Decorating and Finishing
UNIT 4  Testing and Evaluation

MAKING LEATHER 3.4.1 make leather items Making leather items: Guide students to make leather items:
ITEMS using appropriate Items to be produced e.g.  Demonstrate process
techniques . Belt  Making template
Purse/wallet  Laying out
Caps/hats
 Cutting
Folders
Parchments
Key case

15
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 4 (CONT’D) The student will be able to: Students to:

MAKING Techniques:  Making up/assembling make leather items using

LEATHER ITEMS Cutting thongs  Stitching/gluing the following production
Tooling  Basic stitches techniques: cutting of
Stamping thongs, tooling,
Stitching Note stamping, stitching
Lacing Emphasize accurate sewing and joining, etc.
Peeling
In-laying
Burnishing
Spraying
Painting
Thonging (whip, couching, running, slanting,
criss-cross, buck, steps)
UNIT 5

APPRECIATION 3.5.1 explain the concept Concept of appreciation. Discuss the concept of appreciation as: write reports and essays
AND CRITICISM of appreciation in art. A means of responding to works of art, i.e.  knowledgeable talk about qualities and after demonstrations and
 talking intelligently about a work of art. meaning of work of art. visits expressing their
 communicating knowledgeably about a understanding and views
work of art. NB: about appreciation.
i. Encourage students to contribute
meaningfully to the discussion.
ii. Conduct practical appreciation in
demonstration lesson.
iii. Arrange visits to galleries dealers, curios,
shops and cultural centres for
observation, interview and fact finding on
appreciation.

3.5.2 describe the logical Art Appreciation. Discuss the logical sequence of appreciating
sequence in Logical sequence of art appreciation Art. Guide students to write an appreciation of display some
Art appreciation. i. Identification of the work (title, artist, their own works and the works of known Artist. leatherworks for oral
date, size, medium, location). appreciation following
ii. Inventory of items in the work the logical sequence.
(description of physical characteristics of
items).

16
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 5 (CONT’D) The student will be able to: Students to:

APPRECIATION i. Technical qualities (kinds of materials,

AND CRITICISM tools, design/composition and styles).
ii. Interpretation (meaning of work).

NB: Refer to the preamble for detailed

information.

3.5.3 judge a leatherwork Criticism and judgement in art. Development Discuss aesthetic qualities of a work of art and criticize artworks
using criteria and of critical thinking and judgement the passing of judgement. Students to use their placed before them for
theories in esthetics. own works to demonstrate the procedure learnt. assessment.
Critiquing an Artwork NB: use the Check List
i. Describe what you see. (Identification Guide students to criticize some art works and in Appendix B
of work) pass judgement using the criteria and aesthetics
ii. Analyze what you see – the theories.
composition of the work, the use of the
principles of design in organizing the Ensure the active participation of every member
elements. of your class. Encourage. every student to take
iii. Interpret what you see – the mood, the
atmosphere, etc.
iv. Judge the work – your impression

17
 SENIOR HIGH SCHOOL - YEAR 1
SECTION 4

LEATHER DECORATION AND FINISHING I

General Objectives: The student will:

1. understand techniques used in decorating leatherwork.
2. appreciate reasons for decorating leather items.
3. develop techniques used in finishing leather items.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

T
UNIT 1 he student will be able to: Students to:
DECORATION
4.1. 1 describe techniques Types of leatherwork decorations: Guide students to assemble decorated leather
used in decorating  Tooling: outline and flat items, identify and discuss each decorative
leather items.  Dyeing (dyes/ink, local dyes) technique used.
 Marbling – Tie and Dye
 Dabbing
 Printing
 Carving
 Embossing
 Weaving etc.
4.1.2 give reasons for Students to give reasons why decorating leather to explain in writing
Reasons for decorating leather items:
decorating leather. items, is important. the importance of
To enhance the value of the works
decoration in
To attract high price
leatherwork.
To appeal to the senses e.g. eye

4.1.3 decorate leather Application of decorative techniques listed Students to discuss the different techniques used
items by applying above. for decorating leather works. Students to decorate
appropriate their works by tooling,
techniques. Students decorate their products using one or more dyeing or both.
techniques.

Discuss students work in class after assessing them

18
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 2 The student will be able to: Students to:

FINISHING 4.2.1 finish their items Types of leatherwork finishing e.g. Lead students to discuss finishing and
using appropriate  Burnishing (add industrial finishing) techniques of finishing leather items
finishing techniques.  Waxing etc.

4.2.2 provide reasons for Reasons for giving finishing to leather items: Students brainstorm, discuss and suggest
„finishing‟ in leather.  To make the work durable or permanent. reasons for finishing leather items.
 To protect works against weather, wear
and tear.
 To act as a means of restoring leather. Students to discuss the different techniques
 To prevent moulds from growing on used for finishing of leather works.
leather items.
 To protect leather against fungi attack.
 To make them attractive.
 To add value.

Students finish their products using one or more finish their items by
4.2.3 finish leather items by Application of finishing techniques e.g.
techniques. using any of the
applying appropriate
finishing techniques.
techniques. Waxing, polishing, burnishing.
Assess students work and discuss their merits
and demerits.

19
 SENIOR HIGH SCHOOL - YEAR 1
SECTION 5
ENTRPRENEURIAL PRACTICES AND PROFESSIONAL PRACTICES

General objectives: The student will:

1. develop the right professional attitude and harness variety of ideas to launch a career.
2. develop a business plan and review it periodically.
3. be aware of the relevance of portfolio building and exhibition in the life of an artist.

UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION

OBJECTIVES ACTIVITIES

UNIT 1 The student will be able to: Students to:

PORTFOLIO 5.1.1 explain the types Artist‟s Portfolio Guide students to discuss the meaning, write a well researched
BUILDING and importance of It is a collection of creative works either in hard importance and types of portfolio, using paper on the importance
an artist‟s portfolio. or soft copies. samples. and qualities of relevant
portfolio in leatherwork
Examples of Portfolio - compare types of portfolio to determine for a school, seminar on
i. Soft copies -Slides, Transparencies, advantages and disadvantages similarities entrepreneurial skills.
videos, CDs, DVDs, EVDs, VCDs, pen- and differences.
drives etc.
ii. Hard copies real or pictures preserved in - discuss and go through a checklist for
Files, Envelopes, Folders, albums etc. determining the qualities and requirement
for relevant portfolio of works.
Importance:
 Source of reference
 A requirement for an interview for further
studies, employment, business
promotion, bidding for contract or
occupational training or apprenticeship
etc.
.  Evidence of practical experience, skill,
knowledge, creative ability, technical
proficiency, academic achievement etc..

20
 UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES

UNIT 1 (CONT’D) The student will be able to Criteria/checklist to determine the relevance of Students to:
a portfolio:.
PORTFOLIO i. Does the portfolio reflect your best
BUILDING work?
ii. Does it communicate well?
iii. Is your craftsmanship faultless?
iv. Are your personal strengths apparent?

5.1.2 construct and build Building a portfolio: Demonstrate the construction of a portfolio to PROJECT
hard and soft - Selection of best works; Finishing of work; students and ask every student to construct Prepare a portfolio of a
copies of a Portfolio Preparing brochure; ie. the artist statement, his/her own using any appropriate material, hard and soft copies of
appraisal from referees, etc.; Using digital e.g. cardboard, strawboard, chip board, etc. works and present for
content (ICT) to store works on CD‟s, simulated job seeking
DVD,s, pen drives, etc. Discuss how to select, mount and protect art interview
- Preparing a photo album of works works for storage. (full term‟s project)
(colour prints, transparencies, etc
NB: Assist students to organise a power point
presentation of their works if possible.

UNIT 2

DEVELOPING A 5.2.1 prepare a business Business Plan Guide the student to brainstorm and describe how to develop
BUSINESS PLAN plan for an art A business plan is a document that indicates i. discuss the meaning and purpose of a a business plan using
enterprise what one intends doing, how and when. business plan. concrete examples.
ii. discuss with reference to an art
enterprise, the key points in preparing develop a business plan
Purpose of a Business Plan a business plan for his or her intended
i. It controls the direction of the enterprise. art enterprise for
ii. Is helps in monitoring and evaluating the NB: Assist students to present their business consideration by a local
progress of the business plan with or without digital content in class for i. bank
iii. It serves as collateral or security to seek discussion. ii. financier
a loan or financial assistance, etc. Consult a business person for assistance on iii. non-governmental
the topic. organization

21
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Students to:

Things to Consider in Preparing a Business Plan investigate factors

i. Executive summary which lead to the
ii. Name and address of business or enterprise collapse of
iii. Identification of a need to satisfy. enterprises in their
iv. Establish what you want to achieve or do. locality and report
v. Find out or research from past solution to for class discussion
similar problems.
vi. Analyze the industry or market where you can
operate e.g. potential customers, competitors,
etc.
vii. Pick the best solution
viii. Describe the enterprise or business (product,
services, background of the entrepreneur)
ix. Describe production activity e.g. designing and
making process, machines, sources of raw
materials location of enterprise etc..
x. Marketing activities e.g. customers, pricing,
. distribution, promotion, advertising, etc.
xi. Organization e.g. background of managers and
their duties, etc.
xii. Financial plan e.g. capital requirement, potential
profits, cash flow and sources of funds.

UNIT 3

BUSINESS 5.3.1 design and make Artist’s Brochure Students in groups of four or five brainstorm design and make an
BROCHURE AND an artist brochure An artist‟s brochure is a printed document, booklet or and suggest ways by which an artist can artist‟s brochure foe
A BUSINESS a thin book that gives information about an artist and create public awareness of what he/she does assessment.
CARD his/her works. and can do and present report for class
discussion. NB: Let students
use the Check List
Lead students to discuss the meaning, in Appendix B to
purpose and characteristics of an artist‟s assess their works.
brochure.

22
 TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 3 (CONT’D) The student will be able to: Students to:

BUSINESS An effective brochure may have among other things . Project

BROCHURE AND A the following: Every student is to prepare his/her own
BUSINESS CARD i. The name of the artist/practitioner brochure using appropriate skills and
ii. The artist‟s statement (philosophy, technology for class discussion,
motivation, ideas, etc. appreciation and judgement.
iii. Contact:
 telephone Numbers Size of Work: A-5
 email address No. of Pages: 16 (four spreads of A-4)
 postal address NB: ‘Greeking’ can be used for less
 website, etc. important information
iv. Location of studio
v. Photos of some works produced:
 dimension and size of work
 title of work
 medium used
 price
vi. Record of previous exhibitions held (solo
and/or group exhibitions)

Take students through the following design and make a

Business Card: personal business
5.3.2 design and make activities:
A small card that shows a businessman‟s name, card for
a business card i. provide students with different
position, company, telephone number and address assessment.
samples of business cards,
etc.
ii. ask them to examine the cards.
iii. lead them to discuss the content write an essay on
As a professional artist doing business with a lot of the importance of
and characteristics of the cards.
people there is the need to have a business card business card in the
iv. Guide them to develop their own
which you can give out anytime you attend socio-economic life
business cards taking into
conferences, seminars, workshops etc. of the artist.
consideration their profession as
artists.
It is suggested that the artist should have a
single section or accordion fold with an image of
one of his/her best works as well as a summary
of his statement.

23
 SENIOR HIGH SCHOOL - YEAR 2
SECTION 1

ADVANCED TOOLS AND MATERIALS IN LEATHERWORK

General Objectives: The student will:
1. acquire skills in developing leatherwork tools for specific work.
2. be aware of the characteristics of natural leather.

TEACHING AND LEARNING

UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 1 The student will be able to: Students to:

IDENTIFICATION 1.1.1 describe advanced Additional tools for leatherwork Display advanced tools for leatherwork draw, label and describe
OF TOOLS AND tools for leatherwork. Cutting tools: - shears, skiving knife and guide students to identify, group the functions of
MATERIALS IN Piercing tools: - pliers, punch them according to their functions and leatherwork tools for
LEATHERWORK Decoration tools: - embossing, stamping, soldering describe how to use them. assessment.
rod
Marking tools: - tracing wheel, stitch marker Lead students to study the parts of the
Sewing : - sewing machine, needle tools e.g. handle, metal, cutting edge,
etc.

1.1.2 explore materials for Suitable materials for leatherwork Guide students to assemble materials Students to visit and
leatherwork. Foam for stuffing suitable for leatherwork and discuss interview leather workers
Dyes: natural and artificial their characteristics and uses. about materials they use
Leather: natural and leatherette and write reports for
Cleaning and polishing: saddle soap, wax (bees, Students to explore and use the tannic assessment
paraffin, liquid, paste) lacquer, Shea butter solution from suitable plants – bark,
Findings: fittings (e.g. eyelet, rivet) and fasteners seed, root from the environment e.g. Students to experiment to
(e.g. zip, press stud, buckle, snap locks bagaruwa seed determine the effect of
grommet, etc. tannic solution on leather
Stiffening: cardboard, plywood, etc. and write a report.
Lining materials: light cotton, synthetic fabrics,
open weave, fabric oil cloth.

24
 TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 1 (CONTD) The student will be able to: Students to:

IDENTIFICATION 1.1.3 describe the process How synthetic leather is made: coating fabric with Lead students discuss the process of read more about the
OF TOOLS AND of producing synthetic chemical such as propylene. Embossing and making synthetic leather. preparation of synthetic
MATERIALS leather. finishing fabric to resemble natural leather. leather by consulting
Ask students to access further information secondary literature
on the making of synthetic leather from and present reports for
the internet for class discussion assessment.
UNIT 2

CHARACTERISTIC
S OF 1.2.1 describe the nature Characteristics of natural leather Guide students to discuss the nature and write a report on the
LEATHER and characteristics of Has moulding and forming qualities characteristics of natural leather using the nature and
natural leather Tear strength appropriate TLMs. E.g. students handle, characteristics of
Puncture strength smell and crumple samples of natural leather for assessment.
Insulating material, etc leather and talk intelligently about their
Can be tooled, carved and embossed experience.

1.2.2 talk about the Uniqueness of synthetic leather Guide students to discuss the uniqueness identify the
uniqueness of Comes in very broad size and long sheeting of synthetic leather by handling, feeling, characteristics of
synthetic leather form. squeezing, pulling, tearing etc. synthetic leather and
Resistant to both water and micro-organism describe its
Highly flammable Guide students to compare the uniqueness.
Not elastic characteristics of natural and synthetic
Some not flexible leather.
Tears easily
Not durable Discuss with students the uniqueness of
Varying thickness synthetic leather.
Different textures

25
 SENIOR HIGH SCHOOL - YEAR 2
SECTION 2
PRODUCTION OF LEATHER ARTICLES II
General Objectives: The student will:
1. understand the production process in leatherwork.
2. be aware of the elements and principles of design in designing.
3. acquire skills in using the computer to design simple leather products.

TEACHING AND LEARNING

UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 1 The student will be able to: Students to

DESIGNING 2.1.1 outline the Importance of designing Discuss the importance of designing.
importance of Designing of articles. Guide students to design articles of their
designing and design (apply the steps in designing) choice.
articles Note: This should be enforced anytime
they are to produce leather articles.

2.1.2 create designs using Create desirable design for reproduction in leather Lead students to review their previous apply knowledge, skill
natural and man- using elements (shapes, forms, colour, texture knowledge on the design process. and experience in DTP
made objects. etc.) from the environment by applying the design to design and produce
process, e.g. identification of a problem, statement Guide students to identify a personal, templates for
of the problem etc. family or community need and apply the reproduction in leather.
Design and Technology Process (DTP) to
design and make a template using ideas,
. elements and experiences from the
environment.

UNIT 2 2.2.1 make sketch-models Process: Guide students to trace their templates, make model of their
based on their i. Making of templates by drawing to scale cut their patterns and join the pieces to designs using any
SKETCH MODELS/ designs and taking into consideration allowances make sketch models of their intended appropriate material(s)
DRAWING for joining, fixing of fasteners etc. designs. .
ii. Tracing of templates, cutting, joining etc.
NB: Promote the use of variety of
materials for the models.

26
 TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 3 The students will be able to: Students to:

COMPUTER 2.3.1 use an appropriate Computer application programmes: Demonstrate the use of an appropriate produce desired 3-D
AIDED computer application Maya, 3-D Max, Adobe Illustrator, Adobe computer application programme to make designs using the
DESIGNING IN programme to make Photoshop, Poser, Rhino, CorelDraw, etc. simple 3-D designs and guide students to computer for assessment.
LEATHERWORK simple designs for produce designs for reproduction in
leatherwork. leather.

NB:
i. You may employ the services of an
ICT teacher.
ii. Designs must be made to scale for
UNIT 4 easy transfer.

MAKING
LEATHER ITEMS 2.4.1 make functional items Leather items. e.g. Guide students to use their previously make innovative leather
. from leather Woven leather items – Belt, Case for bottle made designs to produce an article in items, using the following
Leather cases for Musical instruments, leather. production techniques:
Gadgets
Bag: shopping, school, travelling, etc. NB: i. Decorating – carving,
Main parts: gusset, side, handle, Emphasize the following: embossing, dyeing,
strap, pocket/compartment, etc.  Preparation of leather stamping, marbling,
Footwear: native sandals, contemporary  Transfer of designs onto leather painting, scorching,
sandals, slippers shoes (half/full)  Cutting of traced patterns texturing, stitching,
Main parts; welt, tongue, vamp, sole,  Joining of parts – sewing, stitching, tooling, staining,
heel, lace, buckle, etc. gluing, etc. plaiting, patchwork,
Fancy projects – Neckerchief, Slide,  Decoration, attaching fittings and appliqué etc.
Souvenirs, Photo-frames etc. finishing etc. ii. Joining – thonging,
Re-touching/repairing techniques (Decoration may be done before stitching, sewing,
 cutting tracing and cutting depending on the gluing etc.
 embossing choice of the designer) iii. Assembling – skiving,
 tooling edge creasing, folding
 stitching  Preliminary sketches & trimming and
 lacing  Planning cementing,
 stamping, etc.  Pattern making, ensuring: iv. Finishing – waxing,
- accurate measurement burnishing, lacquering,
- accurate transferring v. Attaching fittings etc.
- accurate sewing/
stitching/thonging, etc.

27
 TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES
UNIT 5 The student will be able to:

SOCIO-ECONOMIC 2.5.1 analyse the social, Socio-cultural economic importance of leather Lead students to brainstorm, discuss Students to analyse and
VALUE OF cultural and economic and leatherwork. and come out with the socio-cultural explain the socio-cultural
LEATHER importance of leather and economic importance of and economic importance
and leatherwork. Educational values leatherwork. of leather and leatherwork.
Develop creative abilities and potentials of
the individual Students to look for additional Look for additional
information from practitioners, users, information to prepare
Socio-cultural values library and internet for further group and notes and contribute to
Promote, transmit and preserve our culture class discussion and compilation of class discussion
Create career/job/employment notes.
opportunities

Moral and economic values

Attract tourists
Earn income for living
Foreign exchange for national
development

Physical values
Make life worth living and comfortable by
using accessories made of leather. e.g.
hats, belts, bag, sandals, etc.

Honesty truthfulness, etc in designing making

and selling leather items.

28
 SENIOR HIGH SCHOOL - YEAR 2
SECTION 3

LEATHER DECORATION AND FINISHING II

General Objectives: The student will:

1. be exposed to further techniques used in decorating and finishing leather items.
2. be aware of reasons why leather items are decorated.
3. acquire the skills in developing leather items by using appropriate design and finishing techniques.

TEACHING AND LEARNING

UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 1 The students will be able to: Students to:

LEATHER 3.1.1 use advanced Advanced techniques in leatherwork decorations Guide students to assemble more assess the suitability of
DECORATION techniques in Incision Dyeing advanced decorated items, examine and the decoration used in
decorating and Painting Appliqué discuss the effectiveness of each the works and write a
finishing leather Tooling Embossing decorative technique used. report..
items. In-laying Integration

3.1. 2 discuss the reasons Reasons for decorating leather items: Lead students to discuss the reasons for
for decorating leather to enhance the value of the work decorating leather items. write an essay on the
items. to attract high price importance of decorating
to appeal to the senses e.g. it makes work leather items.
durable or permanent
UNIT 2

LEATHER 3.2.1 decorate leather items Application of decorative techniques listed in Students to discuss the different
FINISHING by applying (3.1.1) above. techniques used for decorating and decorate and finish their
appropriate design finishing of leather works. leather products for
and finishing Application of antique methods to finish project. assessment
techniques. Waxing Guide students to decorate and finish
Spraying their products by applying the techniques
. Burnishing learned.

29
 SENIOR HIGH SCHOOL - YEAR 2
SECTION 4

EXHIBITION OF LEATHER PRODUCTS

General Objectives: The student will:

1. appreciate and value the importance of exhibition in the career of the leather artist.
2. understand how to plan, organise and mount an exhibition.

TEACHING AND LEARNING

UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 1 The student will be able to: Students to:

TYPES AND 4.1.1 explain the types and Meaning types and purpose of exhibitions Students to explain the meaning of describe any exhibition
IMPORTANCE OF purpose of exhibitions Exhibition is a public display of products such as “exhibition” they have seen.
EXHIBITION manufactured goods, food, leather items and
other artefacts in order to attract viewers and
buyers. Guide students to discuss the purpose for write two paragraphs on
holding exhibitions and describe the the two types of
Importance: different types of exhibitions. exhibitions.
It offers avenue for sale of products. Examples:
Serves as an advertisement for products.  School exhibitions – open days,
speech days, etc.
Types of exhibitions:  Bazaars – (exhibition of all kinds of
General and Specialised. products)
i) General: attracts all kinds of exhibits  Trade Fairs – (of all products)
and could be called bazaar, fair or  Gifex – (Ghana International
exhibition. Furniture Exhibition)
 Panafest – (Pan African Art
ii) Specialised: attracts specific Festival)
products and accessories,  Indutech – (Industrial and
tools/equipment and materials. Technology Fair)
(Art exhibition, etc.)

30
 TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 2 The student will be able to: Student to:

PLANNING AND Either of the above can be done by:

PREPARING THE - Individuals - Regions
EXHIBITION - Groups - National
- Institutions - International

4.2.1 plan an exhibition Planning an exhibition: factors to Guide students to discuss the stages in small groups,
consider: involved in the planning and preparation students plan for a school
 type of exhibition of an exhibition. exhibition and assign
 what to exhibit responsibilities.
UNIT 3  where to exhibit (location): (exhibition could NOTE:
be held at school, district, regional and Specific tasks should be assigned to
MOUNTING THE national levels) each group. Each group selects a
EXHIBITION  cost involved leader. The class should then nominate
 publicity a coordinator for the entire exhibition.
 expected number of guests/visitors
 duration/time e.g. opening and closing
UNIT 4

TERMS IN 4.3.1 organise and mount Mounting of exhibits (fixing on a support or Assist students to organise and mount organise and mount a
LEATHERWORK an exhibition frame) their leather items. mock exhibition of their
 general layout or space arrangement leather items in groups.
 security
 visitor‟s book, etc.

4.4.1 explain some Some Leatherwork Terms: Guide students to brainstorm, discuss write down the definitions
terminologies as appliqué antique bazaar burnishing and explain the meaning of the terms of terms identified and
applied in leatherwork dyeing embossing exhibition incision under „content‟ as applied in leatherwork. present their works for
in-laying lacing marbling peeling assessment.
plaiting scorching stamping stitching
tooling waxing weaving

31
 SENIOR HIGH SCHOOL - YEAR 3
SECTION 1

PRODUCTION OF LEATHER ARTICLES III

General Objectives: The student will:

1. acquire skills in using odds and ends to create leather items.
2. appreciate the maximum use of leather in order to avoid wastage.
3. acquire advanced skills in designing and making leather items.
4. understand the need for initiating strategies to sustain the environment as he/she utilises resources to produce leather
work

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Students to:

EXPLORING combine leather and other Designing and making of functional and Guide students to select and use suitable explore the use of odds
FURTHER USES OF materials to made aesthetic articles by combining leather with other and appropriate materials to produce and ends to create new
LEATHER functional articles materials (odds and ends) e.g. patchwork, functional articles such as patchwork forms of leather items to
appliqué etc. enhance the beauty of
the environment.
UNIT 2
1.2.1 design and make .
DESIGNING IN leather articles to Step-by-step approach to designing Lead students to refresh their memory on design and make leather
LEATHERWORK satisfy a need. Identification of a need – individual, family, the Design and Technology Process items to satisfy a need.
school, community etc. (DTP).
Definition/statement of the problem
Investigation of the problem Guide students to conceptualize an idea
Analyzing the problem and finding based on an identified need, and go
solutions i.e. Period of preparation: - the through the DTP to produce a functional
organisation of all the fundamentals of art article with aesthetic value.
needed to design one‟s own products;
. Incubating, imaging and idea development Let students pay particular attention to
Making of a prototype (creating), i. accuracy of drawing to scale and
experimentation and evaluating to assess showing the shape of the sides,
its suitability, Designing templates gussets, bases, handles etc.
Production of article ii. Transfer of design onto leather,
Evaluation for Multiple Production cutting, joining decorating, finishing
etc.

32
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 2 (CONTD) The student will be able to: Students to:

DESIGNING IN answer questions to

LEATHERWORK Guide students to make necessary demonstrate their
corrections and adjustment on the knowledge and
templates, trace on the piece cut, understanding of the
assemble and glue the various parts of design process.
articles together.

Guide and encourage students to

assemble model articles, appreciate and
criticize them.

COMPUTER AIDED 1.2.3 make series of Production of designs using computer software Guide and encourage students to use to talk intelligently about
DESIGNING designs with the aid of application programmes, e.g. Corel draw, appropriate software application their designs and express
a computer Photoshop, Maya etc. programmes to make desirable designs for their experience.
reproduction in leather.
UNIT 3

MAKING LEATHER 1.3.1 design and make Production of advanced leather items Exhibit some examples of advanced to make unique items for
ITEMS advanced leather Carved leather cases. e.g. leather items for students to observe and assessment.
items. Gents bags appreciate.
Ladies bags
Upholstery Guide students to make leather items.
 Car seat covers NOTE:
 Foot straps Emphasise the following:
Decorative leather projects Accurate measurement
 Pyrography Accurate cutting
 Starter mats Accurate sewing/joining etc.
Leather sculpture
 Toys
 Abstract forms
Leather combined with other materials –
 Leather and calabash
 Leather and Beads
 Leather and Macramé
 Leather and Basket
 Leather and wood/metal furniture

33
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Students to:

6. Leather wall hangings

7. Leather flowers and decorators

UNIT 4

LEATHERWORK 1.4.1 to analyse strategies Sustaining and maintaining the environmental Guide Students to: Student to list the
FOR SUSTAINABLE for sustainable sources of raw materials for leather work strategies for maintaining
DEVELOPMENT development of the making. - identify the various sources of raw the sources from which
leather industry materials and discuss how resources raw materials are
Positive approach: can be acquired in a sustainable obtained and provide
- Environmentally sound farming activities; manner. suggestions and
- reforestation; solutions.
- Waste management, etc. - critically examine and discuss the
issues, negative and positive
Negative approach: approaches to the sources of
- Surface degradation leatherwork materials.
- Bushfires
- Disregard for recycling, etc.

34
 SENIOR HIGH SCHOOL - YEAR 3
SECTION 2

LEATHER DECORATION AND FINISHING III

General Objectives: The student will:

1. be aware of advanced techniques used in decorating and finishing leather items.

2. appreciate ways of taking good care of leather articles.
3. understand the general principles of caring and cleaning.
4. develop skills in report writing.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Students to:

G
LEATHER 2.1.1 use advanced Advanced leatherwork decorations: uide students to adopt advanced techniques
DECORATION techniques used in Braiding to decorate items made, to enhance their
decorating leather In-lay value.
items. Incision
Scorching
Patch work
UNIT 2
2.2.1 identify advanced Advanced leatherwork finishing Techniques: Discuss the proper ways of applying the to prepare some polishes
FINISHING techniques used in Burnishing finishing. locally for their personal
finishing leather Polishing use.
items. Oiling Demonstrate the application of wax, saddle,
Antique soap, castor oil, Shea butter, groundnut oil or
Waxing any vegetable oil on the leather surface.
Lacquering Allow to dry and polish.
Using conditioners e.g. petroleum jelly
Help students to polish their own leather
articles. Students should practice finishing by
oiling, brushing, polishing, burnishing, etc.

35
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 3 The student will be able to:

CARE AND 2.3.1 discuss the factors Factors and Conditions that affect Leather Lead students to discuss the effects of varying
CLEANING OF and conditions Items: conditions on leather articles.
LEATHER that affect leather - Dirt, water, oil, grease, chemicals,
items. drying, etc.
Students to discuss general principles that Students to tabulate the
General principles of caring and cleaning leather help to take care of leather articles to lengthen general principles of
articles: the life span of the articles. caring and cleaning
2.3.2 describe the general  Dry wet leather articles slowly at leather articles.
principles of caring moderate temperature
and cleaning leather  Use solvents (benzine, carbon
articles. tetrachloride or naphtha) with great
care.
 Neutral soap/saddle soap are used to
remove surface dirt
 Polishing leather articles periodically
with a compound of wax and oil to aid
lubrication.

UNIT 4
2.4.1 explain packaging. Meaning and purpose of packaging: Lead students to brainstorm, discuss and
PACKAGING Container that holds a product and makes it explain the concept of packaging using the
LEATHER possible for easy handling. appropriate TLMs e.g. samples of packages.
PRODUCTS

2.5.2 describe the Materials for packaging. e.g. polythene, Guide students to discuss and describe the
materials used for Styrofoam, cardboard, wood etc. materials that are used in making packages.
packaging,

2.4.3 state functions of Functions of packages: identification, protection, Let students bring different kinds of packages
packages, information, convenience, etc. and labels to class.
Discuss the functions of packages and labels.

2.4.4 explain the three Categories of Packages: Lead students to discuss the categories of make a collection of
categories of  Primary package packages using relevant TLMs samples of the various
packages  Secondary package categories of packages.
 Tertiary package

36
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 5 (CONT’D) The student will be able to: Students to:

.
PACKAGING 2.4.5 design and Designing and construction: Guide students to design and construct submit work for
LEATHER construct packages. Paint pictures, conversional signs and packages through classroom demonstration. assessment
PRODUCTS typography on any appropriate material before
cutting and folding into container. Guide students to explore with available but
suitable materials to create suitable packages
for some of their works.

Students to apply the design and technology

process, knowledge and experience in paper
construction etc.

UNIT 6

TERMS USED IN 2.6.1 define the various Some Terminologies in Leather: Guide students to brainstorm, discuss and list the terms and write
LEATHERWORK leatherwork terms  Antique explain the various terms listed under the down their meanings.
and use them  Bend „content‟ column and use them appropriately.
appropriately.  Base
 Cement
 Channel
 Grooving
 Gusset
 Incision
 Incubating
 Lacquering
 Lubrication
 Odds and ends
 Pyrogragphy
 Scorching
 Side
 Split
 Slunk
 Skiver
 Stuffing
 Upholstery
 Waxing

37
 SENIOR HIGH SCHOOL - YEAR 3
SECTION 3

ENTREPRENEURAL SKILLS IN LEATHERWORK

General Objectives: The student will:

1. develop the skills in planning and organizing a small scale leather industry.
2. acquire skills in costing, pricing and marketing leather work items.
3. be exposed to the production of advanced leather articles.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Students to:

AREAS OF 3.1.1 enumerate some Examples of leatherwork enterprises: Lead students to identify and enumerate some visit some local
ENTERPRISE IN enterprises in  Tanning enterprises/ vocations in leather enterprises to acquaint
LEATHERWORK leatherwork.  Upholstering themselves with their
 Designing and making leather items operations and write a
 Trading in leather items etc. report on their findings
UNIT 2

EXPLORING THE 3.2.1 conduct a market Conducting a market survey to determine the Through question and answer, let students
MARKET survey for an market niche for the product e.g. to determine discuss the first thing to do before one decides
intended leather whether there will be a market for the particular to set up an enterprise in a particular aspect of
product product planned. leatherwork.

Discuss with students the concept of “market

niche” and its importance in determining
whether there will be a market for the particular
product.

. Students to conduct market survey on any

leather products of their choice for class
discussion.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 3 The student will be able to: Students to:

AVENUES FOR 3.3.1 identify agencies Agencies providing financial support to small scale Guide students to identify and discuss the list four (4)
FINANCIAL AND that provide leatherwork businesses: work of agencies that provide financial organizations and
TECHNICAL financial assistance assistance to small scale businesses. establishments which
SUPPORT for leatherwork National Board for Small Scale Industries (NBSSI), offer assistance to
enterprise Export Promotion Council, Aid to Artisans, NB: Invite a resource person to give a talk small scale businesses.
GETRADE, the Banks etc on the conditions under which financial
assistance may be given to small scale
business enterprises.

Discuss with students the role of agencies

3.3.2 identify agencies Agencies providing technical assistance to small listed in content and any others, in
which provide scale business: GRATIS, Aid to Artisans, providing technical assistance to small
technical assistance GETRADE etc. business, indicating the types of technical
to small scale assistance they offer.
business.

UNIT 4 3.4.1 explain the main Factors to consider when setting up a leather work Put students into groups to discuss and Students to write the
factors to consider in enterprise: present the important factors to consider factors to consider
SETTING UP AND setting up a Capital: Capital is of two types: start-up capital and when setting up a leatherwork enterprise. when setting up a
MANAGING A leatherwork enterprise working capital. Start-up capital is needed to Leatherwork enterprise.
LEATHERWORK purchase tools, equipment and materials to start the Students to discuss where and how to
ENTERPRISE business operation. Working capital is needed to obtain capital for business.
buy new materials to keep the business running, to
pay for transportation, salaries etc. each month. Students to explain the differences
Much of the operating costs are paid from the between start-up capital and working
working capital. For example capital, and give reasons why working
 Room or space for workshop capital is an important factor in keeping a
 Labour (skilled) business running.
 Availability of raw materials
 Transport and Communication Students to brainstorming to bring out
 Nearness to market or customers reasons why skilled labour is important for
 Selecting a Business name the success of an enterprise.
 Registration requirements. Organise a visit to a local leather worker
for students to ask questions on how they.

39
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 4 (CONTD) The student will be able to: Students to:

SETTING UP AND 3.4.2 explain the concept of Concept of Management started, initial problems and current Students to write a
MANAGING A management in the Management is the process of ensuring the efficient challenges they faced how they over came short essay on the
LEATHERWORK Leatherwork execution of all activities of an enterprise through them importance of setting
ENTERPRISE Enterprise working with other people. The Manager is the one up and managing a
who controls the operation of the enterprise. small scale enterprise.

3.4.3 describe the functions The functions of the management: Guide students to brainstorm, discuss and write a short essay on
of the Manager.  Planning the enterprise: determining the market explain the concept of “management” and the importance of
niche to find out if the product will sell; location the steps in the management process and establishing and
of workshop, labour, types of product(s), capital how each step helps in the management managing a small scale
require etc. process. enterprise.
 Organising: putting together the capital, labour
and other resources to start the business; Students to make a chart showing the Debate on the
setting up the business structure and the functions of the manager. statement “The
authority structure i.e. who reports to whom etc. success of an
 Directing: Directing means the leadership style Guide students to discuss the additional enterprise depends on
adopted to get work done. It implies skills a manager needs to be able to the Manager”.
establishing policies, coordinating the work of manage a successful enterprise.
staff, coaching staff, motivating staff, and write down the reasons
assigning work to different staff as needed. NB: The additional skills include budgeting why the Headmaster
Controlling: Controlling means measuring and bookkeeping. should also be
performance against the standards of the considered as a
enterprise. It involves setting standards, Students to discuss how a leatherwork manager.
checking production on daily, weekly, and business should be managed, following the
monthly basis to ensure the business is management steps outlined in content.
reaching its targets; monitoring expenses for
production, transport and communication,
checking expenses against revenue to ensure
the enterprise is healthy, giving feedback to
staff to improve work quality and work
standards.

40
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
The student will be able to:
UNIT 4 (CONTD) Students to:

SETTING UP AND 3.4.4 explain the importance of A customer relation is the art of dealing with the Students to explain the meaning of “good
MANAGING A good customer relations customer in such a way that the customer feels customer relations”, and describe the
LEATHERWORK to an enterprise. welcomed and appreciated. Consider the principles for good customer relations, and
ENTERPRISE following: discuss why good customer relations are
 be nice to the customer (he/she has the important to a business.
money to buy today, tomorrow or another
time, make sure he/she comes back again.
Do not be rude to him/her)
 the customer is always right. (Do not earn a
bad name for your enterprise by arguing
and quarrelling with customers).
 the customer is a guest of the enterprise
and must be treated well.

UNIT 5

CHALLENGES OF 3.5.1 explain the challenges of Challenges within the leatherwork sector of - brainstorm to identify and highlight the - identify challenges in
THE the leatherwork sector Ghana: challenges of the leatherwork industry leatherwork and
LEATHERWORK and suggest possible by discussing: suggest solutions.
INDUSTRY solutions - problems of material acquisition. - The role of professional leatherwork
association(s).
- lack of customer confidence in - The role of hallmarking in the
made-in-Ghana leather products due leatherwork sector.
to dishonesty on the part of leather workers. - Quality control, finishing, packaging,
etc.
- compliance with hallmarking requirements. - Skill acquisition through further
training.
- Work ethics, human and moral
values, attitude, etc.
- Need for the inputs of consultants /
experts, etc

41
 TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 6 The student will be able to: Students to:

COSTING, 3.6.1 identify the factors that The total cost of a product consists of two Explain the meaning of variable costs determine the
PRICING AND constitute the cost of a components: Variable costs (Direct costs) and fixed and fixed costs. production cost of
MARKETING product. costs (Indirect costs also called “overheads”). some other leather
(i) Variable costs (i.e. direct costs or production Students to give examples of items items produced in
costs) – consist of the cost of raw materials and with variable cost and items with fixed class.
wages. Variable costs are the direct costs for cost.
making the product. They are called “variable”
because the cost of materials for producing ten Assist students to discuss the factors Students to cost and
items a day is different from the cost for producing that contribute to the total cost of a price other items
twelve or twenty items a day. The costs vary. product. produced in class.
(ii) Fixed costs: consist of rent, lighting cost, taxes, NOTE:
cost of adverts, depreciation cost of tools and Assist students to note that variable
equipment, telephone costs, transportation, postage, costs are also referred to as direct
salaries etc. Fixed costs are also known as “indirect costs, and fixed costs also referred to
costs” or “overheads”. as indirect costs. Fixed costs
contribute indirectly to production: rent,
salaries etc. do not directly enter into
production. Most production cost is
from variable costs, but some are also
from fixed costs i.e. telephone costs,
adverts etc.

3.6.2 explain the factors that Price is generally determined by the market forces of Assist students to discuss each of the
determine the price of a supply and demand. factors and explain the meaning of
leather product. “overheads”. You may invite a
Factors to be taken into account in pricing a product manager or an accountant to help with
generally consist of: this lesson.
 Cost of the product (total production cost)
 Profit margin.

42
 TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 6 (CONTD) The student will be able to: Students to:

COSTING, The two are combined in various price setting ways Guide students to discuss the various discuss the factors that
PRICING AND such as: factors which determine the pricing of influence the pricing of
MARKETING  Introductory Price (also called “market products. leatherwork products.
penetration price” that is pricing below the
actual market price to attract market share). Let students in small groups
This is only temporary pricing to get on to the
market.

Using the “going price” system – that is charging the Through questions and answers, Students to cost and
same price other suppliers of the same product are students to discuss how to determine price other items
charging. the price for items produced in a village, produced in class.
and for items produced in a big town.
Using the price discrimination system known as
“what the market can bear” pricing system e.g. Students to determine the price of
selling at a higher price in, say, Accra than in a leather items they have made by using
smaller town, selling at different prices in different each of the following pricing systems
areas of a town depending upon the income levels described in the content (“Going price”,
of the different areas. “cost price” “price discrimination” and
“price differentiation”)
 Using the “price differentiation” system, that is
selling the same thing, but using cheaper Students to compare each of the prices
packaging for some, serving less vegetable to the cost of producing the leather item
with food and charging less, etc. The same and determine the actual profit margin.
product may be packed differently or
combined differently with other additives and Students to choose the best price
priced differently. system that will be suitable in their
locality.
Pricing leather items:
bag, wallet, briefcase, belt, etc.

43
 TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 6 (CONTD) The student will be able to: Students to:

COSTING, 3.6.3 explain the term of Concept of marketing – the art of offering a Assist students to explain marketing write an essay explaining
PRICING AND “marketing”. product for sale by using the skills of advertising and state purpose. three basic strategies for
MARKETING and supplying. efficient marketing.

3.6.4 describe the basic Basic marketing strategies; Students to discuss the different ways to describe other ways for
strategies for efficient - Advertising by posters, of marketing products. (See content) marketing products.
marketing. handbills, TV, radio, word of
mouth etc. Students to suggest other methods of
- Exhibitions marketing products.
- Bazaars
- Fairs Students to role-play different ways of
- Effective decoration and advertising and distributing products.
finishing
- Packaging – attractive
packaging
- Transportation (if possible)

3.6.5 describe the strategies Selling by: Students to discuss the strategies for Students to design
for selling products. - Wholesale – selling by large selling products. posters for marketing
quantities (with quantity selected leather items.
discount). Students to discuss ways for selling (teacher to evaluate
- Retailing items in smaller leather items produced in class. posters and other adverts
quantities and provide feedback).
- Door to Door selling
- Mail order

3.6.6 use the “Break Even Break Even Analysis: Using the example in content, and Students to do further
Analysis” to determine In most cases, a business does not start making using realistic amounts of money, guide exercises on break-even
when an enterprise is profit as soon as it starts. students to discuss the concept of analysis.
making profit. Suppose one is making and selling bags at 5.00 “break-even analysis”.
Ghana cedis a bag. Suppose also that the price
of 5.00 Ghana cedis consists of 4.00 Ghana
cedis as production cost and 1.00 Ghana cedis
as profit margin.

44
 TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 6 (CONTD) The student will be able to: Students to:

COSTING, PRICING Consider that the business has rent, transport, Students to explain the concept of
AND MARKETING telephone bills and salaries of three assistants to pay break-even analysis”.
each month.
NOTE:
The total fixed cost comes to 40.00 Ghana cedis a Use other examples to help strengthen
month. The entrepreneur will be able to cover his/her students‟ understanding of the concept
variable and fixed costs a month if he/she is able to that profit for the businessman/woman
sell (40.00 Ghana cedis  5.00 Ghana cedis per bag) starts only after the business has
8 bags a month. Selling 8 bags a month does not passed the break-even point.
make a business a profit; it only gives enough money
to cover costs, and is the break-even point. The Students to explain what a
business can only make a profit for its owner, if it is businessman/woman means when
able to sell more than 8 bags a month. The break- he/she says that his/her business is
even point is hence the point where revenue (from just breaking even.
sales) is equal to the cost of products sold.

3.6.7 analyse the risks a Business risks Discuss the two types of risks a investigate factors
business may face. Business losses are NOT due to the work of witches, business faces. which lead to the
ghosts or gods. They are due to types of risks a collapse of
business may face. These are Direct risks (pure risk) Students to explain why some enterprises in their
and Indirect risks. businesses fail. locality and report
for class discussion.
Direct risk involves Students to state the two types of
 theft (also known as larceny) business risks and explain their
 fire differences.
 misuse of capital and profit through
irresponsible expenses.

Indirect risk involves the following

 lack of sales due to faulty or low quality Students to discuss ways by which
products, or due to wrong business location. some businessmen/
 currency inflation women misuse their capital and profit.
 introduction of new taxes
 changes in labour laws.

45
 TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 6 (CONTD) The student will be able to: Students to:

COSTING, PRICING 3.6.8 develop a plan for Indirect risks are more difficult to control and Students to describe ways for controlling write an essay on
AND MARKETING controlling business account for the greater portion of business losses. theft, fire and low sales. how to control
risks. business risks and
Controlling business risks: Guide students to develop a plan for minimise losses.
Theft: regular checks of stocks and finished minimising some of the business risks
products. discussed in class.
 assign an accountant/book-keeper to check the
business accounts every month.
 increase vigilance and security to minimize theft.
Fire: get qualified electrician to do the electrical
connections to avoid likelihood of fire from faulty
connections.
Low sales (due to low quality product)
 undertake staff training.
 check and improve product quality.
Low sales (due to wrong location)
 relocate the business to a more promising
area of the town.

For minimising or controlling inflation, new labour

laws etc. one has to be in constant touch with the
relevant Ministries to know what new changes are
planned that may affect one‟s business.

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 BASIC LEATHERWORK TOOLS AND EQUIPMENT REQUIRED
S/N Tools/Equipment S/N Tools/Equipment
1 Bevel Point Knife 23 Pliers
2 Cobbler‟s Hammer 24 Revolving Punch
3 Combination Punch 25 Round Drive Punch
4 Combination Punch with slitting attachment 26 Saddle Stamp
5 Dividers 27 Sewing Machine
6 Draw Gauge 28 Scratch Awl
7 Edge Creaser 29 Shears
8 Edger 30 Skife
9 Embossing Wheel/Carriage 31 Skiving Knife
10 Eyelet Setter 32 Set Square
11 Fid 33 Space Marker
12 File 34 Snap Button Fastener
13 Hand Lever Eye Setter 35 Stapler
14 Head Knife 36 Swivel knife
15 Last 37 Swivel Knife Pro-Gauge
16 Mallet 38 Tape Measure
17 Modeller 39 Thonging Chisel, One-Four Prong
18 Nail Stamps 40 Saddle Stamp Plastic Tool Holder
19 Needles, Glover‟s and Harness 41 Studio
20 Needle, Lacing 42 Tool Cabinet
21 Oblong Drive Punch 43 Working Table
22 Oil stone 44 Computer

BASIC LEATHERWORK MATERIALS REQUIRED

1 Adhesive 8 Rubber Cement
2 Cardboard 9 Saddle Soap
3 Leather Dye 10 Sheet metal
4 Leather Lacquer 11 Tannin – Vegetable Chemical
5 Linning 12 Wax/Polish
6 Lubricant 13 Vegetable Oil
7 Nylon Thread 14 Leather – Natural, Synthetic

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Glossary
Alligator A general term for leather made of all aquatic species with a grain Buffed leather Leather from which the top surface of the grain has been removed
similar to the American alligator. by an abrasive or bladed cylinder or, less generally, by hand. Often
Alum Leather Leather tanned using a combination of alum, salt, egg yolk and known as suede or nubuc.
other materials. Once the most common tanning method, now Buffing The thin grain of leather removed from a cattle hide by the splitting
used mostly for glove leather. machine. OR The process of more or less removing the grain
Antiqued Leather that is dyed with one colour over another (usually darker layer by abrasion.
over lighter) so as to create rich highlights and an artificial aged Butt The part of the hide after the bellies and shoulders have been
appearance. Also called distressed leather. removed.
Back The main portion of a hide, obtained by cutting off the two bellies. Cabretta Sheepskins having hair rather than wool. Cabretta leather is
Usually the strongest piece of leather in the entire hide, with the largely used for the glove and garment trade.
least amount of stretch. The best leather for making belts and Calf The skin of a young or immature bovine animal not exceeding a
other items that will be subjected to much stress. certain weight.
Bark tanned Leather preserved with tannins derived from plant sources, as Chrome tanned Leather tanned either solely with chromium salts or with chromium
opposed to leather preserved with chemicals. Also referred to as salts together with quite small amounts of some other tanning
Vegetable Tanned or Oak Tanned. agent used merely to assist the chrome-tanning process, and not
Belly Part of the hide covering the underside and the upper part of the in sufficient amount to alter the essential chrome tanned character
legs of the animal. of the leather.
Bend A sole-leather “back” with shoulder trimmed off. Combination tanned Leather tanned with two or more tanning agents.
Bridle leather Vegetable Tanned cowhide used for making tack. Corrected Grain Leather from which the grain layer has been partially removed by
Buck Sides Cattlehide upper shoe leather, with grain surface buffed to simulate buffing to a depth governed by the condition of the raw material
genuine buckskin. Sometimes designated by proprietary trade and upon which a new surface has been built by various finishes.
names, such as “Nubuck,” “Rybuck,” etc. See buffed leather.
Buckskin General term applied to leather from deer and elk skins; used for Cow hide Leather made from unsplit cow hide or its grain split.
shoes and gloves, and to some extent in clothing. Only the outer Calfskin Leather Leather made from the skins of the young of cattle and
cut of the skin from which the surface grain has been removed characterized by distinct grain and fiber structure.
may be correctly defined as “genuine buckskin.” Leather finished Capeskin or Cape Leather - Terms used for the glove and garment leather made from
from the split or under cut of deerskin must be described as “split sheepskins, with the natural grain preserved.
buckskin.” Carpincho A leather made from the hide of a water rodent indigenous to
Buffalo Leather Leather tanned from domesticated land and water buffalo of the Argentina and Uruguay. More elastic and softer than that of
Far East (not the American Bison).

48
 peccary, carpincho is chiefly used in the manufacture of men‟s fine Embossed Leather Sometimes corrected, in which a pattern is applied by extreme heat
dress and sport gloves. and pressure in a press to give a unique design or imitation of full
Casing Soaking, or wetting, leather to make it suitable for carving and /or grain characteristics. Sometimes leathers are embossed to make
tooling. them appear to be another leather.
Cattlehide Leathers Leathers made from the hides of cows, steers, and bulls; Embossed leathers Leather upon which a design has been stamped with engraved
sometimes includes kipskins. plates. Usually the natural grain of another, more expensive,
Chamois A very soft, oil-tanned, suede-finished, leather, originally made animal, such as ostrich or alligator.
from Alpine antelope, but now made from sheepskin splits. Known Fancy Leather Leathers made from hides and skins of all kinds which have
for its' absorbency, they are principally used for cleaning and commercial importance and value primarily because of grain, or
polishing, and in the manufacture of gloves and garments. distinctive finish, whether natural or the result of processing. Such
Combination Tannage -The tanning of leather in one agent, then re-tanning in another , processing may be graining, printing, embossing, ornamenting
to impart favorable qualities of both systems. (including in gold, silver, and aluminum finishes), or any other
Cordovan The name cordovan is applied only to leathers made from the shell finishing operation enhancing the appeal of leather.
of horse butts and used for shoe uppers. It is known for its non- Fat liquor A mixture of oils and soaps which make a leather flexible by
porosity and durability. lubricating the fibers.
Crust Leather that has been tanned, dyed and dried, but not finished. Finish A surface application on the leather to colour, protect or mask
Currying The process of incorporating oils and greases into leather after imperfections. More specifically, all processes administered to the
tanning and otherwise preparing if for specific purposes, such as leather after it has been tanned.
for the manufacture of transmission belts, shoe welting, etc. Formaldehyde Tanning - A method of tanning by using a formalin solution in the
Deerskin Leather tanned from deerskin with the grain surface intact, not manufacture of white leathers and washable glove leathers.
with grain removed as in buckskin. Formaldehyde tanning - A tanning process which yields white, washable, leather using
Degrained Leathers Genuine suedes, finished on the flesh side of skins from which the formaldehyde as the tanning agent.
grain has been removed after tanning by splitting, abrading or Full grain Leather bearing the original grain surface as exposed by the
other process. removal of the epidermis and with none of the surface removed by
Doeskin The soft, supple formaldehyde and alum-tanned skivers of sheep buffing, snuffing, or splitting.
and lambs. The skin of a doe is rarely used. Glazed Finish A leather with polished surface produced by heavy pressure of a
Drumhead Leather Parchment or rawhide for percussion instruments such as drums. roller of agate, glass, metal or other suitable material on a selected
Dyeing The colouring of leather using a penetrating, transparent or finish formulation.
translucent, fluid, as opposed to painting with an opaque pigment. Glove Leather Leather from sheep, lamb, deer, pig, goat and mocha skins which
Elk A trade term for cattlehide shoe leather of special tannage and are used for dress gloves. Horsehide, cattlehide, splits, calfskins,
finish. Genuine elk leather is made into one of several types of sheepskins and pigskins are used for work gloves.
buckskins. Goatskin The skin or leather from a mature goat.
49
Grain Term refers to the outer or hair side of a hide or skin. It also refers Naked Leather A leather with no surface, impregnated treatment of finish other
to the pattern of the outer surface after the hair or wool and than dye matter which might mask or alter the natural state of the
epidermal tissue have been removed. leather.
Grain Leather Leather which has the grain layer substantially intact and which is Napa Leather Chrome, alum or combination tanned grain sheep or lambskin
finished on the grain side. glove leather, drum coloured.
Head Term applied to that part of the hide which is cut off at the flare Natural Grain A leather which retains the full original grain.
into the shoulder. Nubuck Cattle hide leather, buffed on the grain side to give a velvety
Heavy Leather A somewhat indefinite term, generally understood to include surface; white or coloured.
vegetable tanned sole, belting, strap, and mechanical leathers Oak Tanned Leather – Common usage is any tannage of heavy leather with vegetable
made from unsplit cattlehides. extract. The term originated with leather tanned using the bark of
Hide The outer covering of a mature or fully grown large mammal, e.g. the oak tree.
cattle, horse, camel, elephant and whale. Oil Tanned Leather that is tanned using oils to create a very soft, pliable
Kid The chrome-tanned skin of a goat or kid. finish.
Kip Skin from an animal of the bovine species between the size of a Patina The aura or luster that develops in a quality piece of leather with
calf and an adult animal. age or use.
Lace Thin strips of leather, or sometimes vinyl. Used to stitch a project Peccary A chrome-tanned, washable leather which is very fine and can be
together, or to apply a decorative design, often both. split quite thin. It comes from a wild Mexican boar.
Latigo Leather Cattlehide leather, sometimes alum and vegetable tanned, used Pickling Soaking raw skins in a salt and sulfuric acid solution, whic is the
for cinches, ties, saddle strings and other saddlery work and for initial step in leathermaking.
army accoutrements. Pigskin Leather Leather made from the skins of pigs or hogs. Peccary and
Leather A general term for hide or skin with its original fibrous structure carpincho leather can be included in this term.
more or less intact, tanned to be imputrescible. The hair or wool Raw Hide A hide which has only been treated to preserve it prior to tanning.
may or may not have been removed. Reverse Retan Leather tanned first with vegetable tannin and then with chromium
Liming The process of removing hair from a raw hide through the use of compounds.
chemicals. Saddle Leather Vegetable tanned cattle hide leather for saddles and harnesses
Mineral Tanned Leather that has been tanned with mineral salts such as usually of a natural tan shade and rather flexible.
aluminium, chromium or zirconium salts. Sammiering In tanning, the process of pressing the water out of hides.
Morocco Leather A distinctive grain of vegetable-tanned goatskin produced by Shank That portion of the hide which formed the leg of an animal.
boarding or graining. Side One half of a hide, divided down the backbone.
Mouton A sheepskin shearling tanned and further finished for fur. Skin The outer covering of small mammals and other vertebrates, e.g.
sheep and goats; or of the immature animals of the larger species.

50
Skiver The thin, vegetable-tanned, grain side split of a sheep, goat, or pig
skin. Used for linings, and bookbinding.
Split The under portion of a hide or skin that has been split into two or
more thickness. Splits may be finished and embossed to simulate
a full top grain.
Staking The manual or mechanical softening of a leather by working it over
a blunt stake.
Stuffed Leather into which wax or grease has been worked.
Suede Velvet-like nap finish produced on leather with abrasive action.
Tanning The processing of perishable raw hides and skins by the use of
tanning materials into the permanent and imputrescible form of
leather.
Tawing An old English term for alum tanning.
Top Grain The top layer of a hide after the splitting process in which the hair
and epidermis have been removed. The grain may be either
natural or embossed.
Unhairing The removal of hair, roots and epidermis.
Upholstery Leather Leather created from a whole hide and intended for use in
furniture, automobiles, airplanes, and other upholstery
applications.
Upper Leather Leather produced for the outside upper part of footwear.
Vegetable Tanning A generic term distinguishing the process of making leather by the
use of tannins obtained from bark, wood and other plant and tree
parts.
Walrus An extremely thick leather, used most often for buffing wheels.

51
BIBLIOGRAPHY 12. Haines, B. M. (1981). The Fibre Structure of Leather.
01. Attwater, W. A. (1983). The technique of Leathercraft. Northampton: The Leather Conservation Centre.
London: Batsford. 13. Jackman, J. (1982). Leather Conversation: A current
02. Baird, F.O. (1951). Leather secrets. Colorado: F.O. Baird survey. London: The Leather Conservation Centre.
Publishers 14. Kite, M. & Thompson, R. (2006). Conservation of Leather
03. Cameron, E., ed. (1998). Leather and Fur: Aspects of Early and related materials. Amsterdam: Elsevier.
Medieval Trade and Technology. London: Archetype. 15. Meilach, D Z. (1972).Contemporary Leather. Henry Regner
04. Cherry, R. (1955). General Leathercraft. McKnight & Pub. Co., USA
McKnight Publication Company USA 16. Meilach, D. Z. & Snow, L. E. (1970). Creative Stitchery.
05. Cherry, R. (1979). Leathercrafting: Procedures and Project. Henry Regner Pub. Co., USA
Texas: Tandy Leather Company. 17. Tancous, J. J. (1986). Skin, Hide and Leather Defects.
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