SHS1 Performing Arts · Semester 1 Week 15: Communications in the Performing Arts

Lesson notes

Learning Objectives

Indicator: 1.1.3.LI.1 - Summarize the various Performing Arts processes [DANCE, MUSIC, DRAMA, or a collaboration] using the appropriate terminologies associated with the processes (concept development, composition and performance)

By the end of the lesson, learners can:

Define the three key process stages: concept development, composition, and performance, using appropriate Performing Arts terminology for DANCE, MUSIC, or DRAMA.
Summarize the step-by-step journey of a Performing Arts work from initial idea to final presentation, using correct vocabulary for each stage.
Compare how the concept development, composition, and performance stages differ across at least two of the three art forms (DANCE, MUSIC, DRAMA).
Present a concise oral summary of a Performing Arts process to a small group, using clear structure and appropriate terminology for the audience.
Collaboratively produce a written summary (flip chart or writing pad) of a Performing Arts process that demonstrates correct use of at least five discipline-specific terms.

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Curriculum details

Strand: Foundations in Artistic Knowledge and Processes (Strand 1)
Sub-strand: Communications in the Performing Arts (1.3)
Content standard: 1.1.3.CS.1 - 1.1.3.CS.1 Demonstrate approaching proficiency level skills to clearly communicate the various Performing Arts processes [DANCE, MUSIC, DRAMA, or a collaboration], using appropriate language, and making connections to the relationships between Performing Arts and other arts. 1.1.3.LO.1 Use varying Performing Arts language forms and mechanics that communicate the emerging Ghanaian topical issues meaningfully to enhance social interactions, connect to the other arts and everyday life experiences.
Indicator: 1.1.3.LI.1 - Summarize the various Performing Arts processes [DANCE, MUSIC, DRAMA, or a collaboration] using the appropriate terminologies associated with the processes (concept development, composition and performance)
Suggested placement: Semester 1, Week 15 (Week 15 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. 39

Exemplars (from the NaCCA curriculum)

Collaborative Learning: Work in groups or pairs based to summarize the various Performing Arts processes.

Talk for Learning (TfL): Explain the processes undertaken and experiences gained in talking about the performing arts and the other related art forms in society and the use of playback gadgets.

Assessment (1.1.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.

Teaching and Learning Resources:
- Score sheets
- Rubrics
- Projector
- Screen
- Flip Charts
- Writing Pads
- Glossary of DANCE Terms
- Glossary of MUSIC Terms
- Glossary of DRAMA Terms
- Audio-Visual Recording and playback gadgets
- Cell phones
- Laptops with internet connectivity