B6 Creative Arts · Term 2 Week 10: Displaying and Sharing

Lesson notes

Learning Objectives

Indicator: B6.2.3.4.2

By the end of the lesson, learners can:

explain why performing their own compositions is valuable for sharing experiences about communities in Ghana and other parts of the world
agree on a theme and create a step-by-step roadmap for a display of their performing artworks
select and group suitable performances (dance, drama, poetry, music) based on creativity, originality and relevance to the agreed theme
prepare manual and electronic invitations to invite parents, teachers and other learners to the planned display
arrange the performance sequence and prepare the venue with clear positions for performers, audience, sound equipment and entry and exit points

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Curriculum details

Strand: Performing Arts (Strand 2)
Sub-strand: Displaying and Sharing (2.3)
Content standard: B6.2.3.4 - Demonstrate understanding of how to plan a display/presentation of a portfolio of own artworks by identifying, and preparing a venue, selecting and grouping of artworks and inviting target audience for the planned display/performance
Indicator: B6.2.3.4.2 - Plan a display of own performing artworks to share experiences that reflect own knowledge and understanding of the physical and social environments of some communities in the world
Suggested placement: Term 2, Week 10 (Week 22 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.116: the code B6 2.3.4.2 is printed twice, here and on printed p.115. p.115 is a word-for-word duplicate of p.114 (B6 2.3.4.1) and is treated as a duplicate printing, so this row keeps the printed code
Curriculum reference: Creative Arts Curriculum (Basic 4-6), 2019, p. 116
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

Learners are to:
- watch a short video or live performances (preferably during the circuit, district or regional cultural festival of the cultural education unit of the Ghana Education Service) that reflect emerging topical issues in Ghana;
- discuss the need for performing compositions of own music, dance, drama, poetry etc.;
- develop a roadmap for the performances by;
- fixing a date
- selecting a venue
- inviting an audience
- brainstorm to agree on a theme for the performance;
- send manual and/or electronic invitations (e.g. letters, postcards, WhatsApp, E-mail, Twitter, Instagram, Facebook, announcements, posters, jingles) to target audience, for example parents, PTA/SMC members, stakeholders, colleague learners);
- select compositions by considering e.g. creativity and originality, lyrics, movement patterns, dynamics and relevance of the message to the theme, social and cultural importance;
- decide on mode and arrangement of performances (e.g. monologue/solo/group, costumes, props, etc.);
- getting ready: plan the sequence of events, stage/site plan identifying the positions of all facilities (e.g. PA system, lightings, performance zone, entry, exit, changing and makeup rooms/corners), characters, directors, stage managers, audience, health and security personnel);
- clean and prepare the venue and its environment and make it ready for the performance.
- plan for post-performance activities such as cleaning, appreciation, appraisal, evaluation and reporting.