SHS1 Performing Arts · Semester 1 Week 10: Skills in Performance

Lesson notes

Learning Objectives

Indicator: 1.1.2.LI.6: Present/Perform the selected repertoire of five to ten-minute artistic product(s) [DANCE, MUSIC or DRAMA, or a collaboration] that depicts any emerging Ghanaian topical issue.

By the end of the lesson, learners can:

Present or perform their selected five to ten-minute repertoire before an audience (classmates or a jury panel) with accuracy of timing, clarity of expression and confidence.
Demonstrate approaching proficiency level skills in their chosen Performing Arts area, including awareness of body, space, time and force, as appropriate to their piece.
Document and digitally record their performance using available devices, and reflect verbally on the process and final product.
Assess their own performance and that of peers using agreed criteria, giving constructive feedback that is specific and respectful.
Explain how their presented artwork depicts an emerging Ghanaian topical issue, linking performance choices to the issue being addressed.

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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.6 - Present/Perform the selected repertoire of five to ten-minute artistic product(s) [DANCE, MUSIC or DRAMA, or a collaboration] that depicts any emerging Ghanaian topical issue.
Suggested placement: Semester 1, Week 10 (Week 10 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. 36

Exemplars (from the NaCCA curriculum)

Collaborative Learning:

- 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.
- Learners may present their pieces in a practical examination before a jury, or an examination panel.

Assessment (1.1.2.AS.6). 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