SHS1 Performing Arts · Semester 1 Week 2: Rudiments in Performing Arts

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.2 - Identify and explain the elements of the Performing Arts used to develop, compose and perform artistic products in Music.

By the end of the lesson, learners can:

Identify at least six elements of music (scale, note durational values, time beat patterns, tempo, dynamics, and simple forms) and state their meanings in their own words.
Explain how each musical element contributes to the development, composition, and performance of an artistic music product.
Listen to a short musical excerpt and correctly identify the tempo, dynamics, and time beat pattern used.
Work in groups to analyse a Ghanaian song addressing an emerging topical issue, and describe how at least four musical elements are applied in it.
Present group findings orally to the class and give constructive peer feedback on other groups’ presentations.

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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.2 - Identify and explain the elements of the Performing Arts used to develop, compose and perform artistic products in Music.
Suggested placement: Semester 1, Week 2 (Week 2 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.
Curriculum reference: NaCCA curriculum document, p. 28

Exemplars (from the NaCCA curriculum)

Inquiry-Based learning:

- Research into artistic music product that highlights 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.
- Identify scale, note durational values, time beat patterns, tempo, dynamics, and simple forms
- 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

Project Based Learning (PBL): Describe briefly how the elements of music work out in the artistic music product.

Assessment (1.1.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: 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