SHS1 Performing Arts · Semester 1 Week 1: Rudiments in Performing Arts

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.1 - Identify and explain the elements of the Performing Arts used to develop, compose and perform artistic products in Dance.

By the end of the lesson, learners can:

Name the four elements of dance (body, space, force, and time) and define each element in their own words.
Identify how each dance element is used in a recorded or live dance performance, giving at least one specific example for each element.
Explain how a choreographer or dancer combines the four elements to communicate a chosen theme or emerging national issue.
Demonstrate the four elements of dance through short movement phrases of their own creation, using their bodies in a defined space.
Present and justify their movement choices to the class, describing which element they emphasised and why.

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Curriculum details

Strand: Foundations in Artistic Knowledge and Processes (Strand 1)
Sub-strand: Rudiments in Performing Arts (1.1)
Content standard: 1.1.1.CS.1 - 1.1.1.CS.1 Demonstrate knowledge and understanding, of the elements in the Performing Arts to develop, compose and perform artistic product(s) [DANCE, MUSIC, and DRAMA, or a collaboration]. 1.1.1.LO.1 Apply the elements of the Performing Arts to develop, compose, and perform artistic product(s) in [DANCE, MUSIC, and DRAMA, or a collaboration]).
Indicator: 1.1.1.LI.1 - Identify and explain the elements of the Performing Arts used to develop, compose and perform artistic products in Dance
Suggested placement: Semester 1, Week 1 (Week 1 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:

content standard text - printed p.28 codes this content standard 1.1.1CS1, with both separators missing; filed as 1.1.1.CS.1
Curriculum reference: NaCCA curriculum document, p. 28

Exemplars (from the NaCCA curriculum)

Inquiry-Based learning:

- Research into artistic dance works that portray emerging Ghanaian topical issues (For example, Ghanaian values, cyberbullying, internet fraud, galamsey, corruption, road safety, Intellectual Property (IP), etc.),
- Identifying the causes, effects of these issues and making recommendations.
- Document findings for class presentation.

Collaborative Learning:

- In groups, do class presentations of the artistic research conducted on emerging Ghanaian topical issues.
- Peer review class presentations

Experiential Learning: Engage students in workshops or masterclasses with professional dancers or choreographers, allowing them to experience and apply dance elements in a real-world setting.

Analytical Learning:

- Analyse and explain the use of dance elements in a professional dance piece, demonstrating understanding of how they contribute to the overall artistic product.

Assessment (1.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Writing Pads
- Pens
- Projector
- Flip Chart
- Video Camera
- Electronic Keyboard of Piano
- drums, flutes, bells, shakers, rasp, xylophones, finger piano, rattles, clappers, castanets, etc.
- Props
- Costumes
- Make-up kits
- Body
- Time
- Space
- Force