SHS1 Performing Arts · Semester 1 Week 9: Skills in Performance

Lesson notes

Learning Objectives

Indicator: 1.1.2.LI.5 - Rehearse the selected repertoire in [DANCE, MUSIC, DRAMA, or a collaboration] of five to ten-minute artistic product(s) based on an emerging Ghanaian topical issue.

By the end of the lesson, learners can:

Identify and state at least three specific rehearsal goals for their selected five to ten-minute repertoire based on an emerging Ghanaian topical issue.
Demonstrate effective rehearsal techniques, including warm-up routines, section-by-section practice, and consistency of timing, during a guided rehearsal session.
Apply feedback from peers and the teacher to refine at least two aspects of their performance (e.g., projection, movement, timing, or expression).
Manage time and resources effectively by creating and following a rehearsal schedule that covers the duration of the piece within the allocated lesson time.
Work collaboratively in their groups, ensuring each member has a defined role and contributes to the rehearsal process in an inclusive manner.

This lesson builds directly on the repertoire selection completed in Week 8 (Indicator 1.1.2.LI.4) and prepares learners for the final presentation scheduled for Week 10 (Indicator 1.1.2.LI.6). Today’s focus is strictly on rehearsal skills, not the final performance itself.

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Curriculum details

Strand: Foundations in Artistic Knowledge and Processes (Strand 1)
Sub-strand: Skills in Performance (1.2)
Content standard: 1.1.2.CS.1 - 1.1.2.CS.1 Demonstrate knowledge and skills in Performing Arts artistic product(s) [DANCE, MUSIC or DRAMA, or a collaboration] and develop a repertoire of five to ten-minute presentations/performances that exhibit approaching proficiency level skills in a Performing Arts area. 1.1.2.LO.1 Explore skills in performance by presenting a five to ten-minute artwork based on any emerging Ghanaian topical issues.
Indicator: 1.1.2.LI.5 - Rehearse the selected repertoire in [DANCE, MUSIC, DRAMA, or a collaboration] of five to ten-minute artistic product(s) based on an emerging Ghanaian topical issue.
Suggested placement: Semester 1, Week 9 (Week 9 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. 35

Exemplars (from the NaCCA curriculum)

Collaborative Learning:

- Learners prepare their pieces for the entire semester.
- Learner(s) OR Group(s) work individually (self-study/self-taught/community experts support), and collaboratively with teachers, and colleagues' learners to develop skills and apply them in the selected repertoire as [DANCE, MUSIC or DRAMA, or a collaboration].
- Plan for the presentation or the performance of the five to ten-minute repertoire of artistic products prepared.

Activity-Based Learning: Present/Perform the five to ten-minute artwork, document and digitally record the performances.

Assessment (1.1.2.AS.5). 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
- Musical TLR:: anatumpan, atɛntɛbɛn, xylophone, piano, guitar, violin, flute, trumpet, trombone, and saxophone
- Prescribed Musical Repertoire List for Voices/Atenteben and Xylophone
- Drama TLR:
- Synopsis, characters, acting, props, choreography, production equipment, sound effects, scenery, properties, lighting, costume, and make-up
- Time
- Space
- Force
- Body