SHS1 Performing Arts · Semester 2 Week 1: Business Cycle in the Performing Arts

Lesson notes

Learning Objectives

Indicator: 1.1.4.LI.4 - Draft a business plan for the production of Performing artwork(s).

By the end of the lesson, learners can:

Define a business plan in their own words and state at least three reasons why a performing arts group needs one before producing a work.
Identify and sequence the key sections of a business plan (executive summary, production description, market analysis, marketing plan, budget, and risk management).
Draft a complete business plan for a chosen performing arts production, including costing estimates and a basic income projection.
Present their group’s business plan to the class, defending their budget and marketing choices with clear justifications.
Evaluate another group’s business plan against a simple checklist, offering constructive feedback on feasibility and clarity.

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Curriculum details

Strand: Foundations in Artistic Knowledge and Processes (Strand 1)
Sub-strand: Business Cycle in the Performing Arts (1.4)
Content standard: 1.1.4.CS.1 - 1.1.4.CS.1 Demonstrate approaching proficiency level skills in understanding and knowledge of business opportunities and challenges in the Performing Arts industry and apply business ideas to solve them. 1.1.4.LO.1 Apply problem-solving and marketing skills and techniques to address explored performing arts business opportunities and challenges.
Indicator: 1.1.4.LI.4 - Draft a business plan for the production of Performing artwork(s).
Suggested placement: Semester 2, Week 1 (Week 21 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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - printed p.44 codes this indicator 1.1.4LI.4, with the separator before the type token missing; filed as 1.1.4.LI.4
Curriculum reference: NaCCA curriculum document, p. 44

Exemplars (from the NaCCA curriculum)

Talk for Learning:

- Learners discuss the meaning of a business plan
- Learners brainstorm to identify reasons for developing a business plan.

Group work: In groups, learners draft business plans for a range of artistic genres. Project-Based Learning: In groups draft a business plan and execute components such as marketing or budgeting.

Assessment (1.1.4.AS.4). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Flowcharts
- Audio-visuals
- PowerPoint