SHS1 Performing Arts · Semester 1 Week 3: Rudiments in Performing Arts

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.3 - Identify and explain the elements of the Performing Arts used to develop, compose and perform artistic products in Drama.

By the end of the lesson, learners can:

List and define the ten elements of drama: synopsis, character, acting, props, choreography, sound effects, scenery, properties, lighting, costume, and make-up.
Explain how at least three drama elements work together to communicate a message in a given dramatic performance.
Identify which drama elements are present in a short video or live scene and justify their choices with reasons.
Research an emerging Ghanaian topical issue (for example, galamsey, cyberbullying, or road safety) and describe how drama elements could be used to present it on stage.
Work collaboratively in groups to present findings on how drama elements address a chosen Ghanaian issue, 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.3 - Identify and explain the elements of the Performing Arts used to develop, compose and perform artistic products in Drama.
Suggested placement: Semester 1, Week 3 (Week 3 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. 29

Exemplars (from the NaCCA curriculum)

Inquiry-Based learning:

- Research into artistic products in drama that discuss 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 synopsis, character, acting, props, choreography, production equipment, sound effects, scenery, properties, lighting, costume, and make-up
- 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 drama product.

Assessment (1.1.1.AS.3). The document marks no depth-of-knowledge level for this indicator.

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