SHS1 Performing Arts · Semester 2 Week 8: Refining and Completing Artistic Works for Presentation

Lesson notes

Learning Objectives

Indicator: 1.2.2.LI.1 - Review, revise, rehearse, and fix the Performing Arts artistic product(s) planned based on indigenous knowledge systems.

By the end of the lesson, learners can:

Identify specific strengths and weaknesses in their rehearsed performance segments using a simple peer-critique framework based on agreed success criteria.
Apply at least two concrete revisions to their performance (e.g., adjusting timing, movement, vocal delivery, or character interpretation) based on feedback received during rehearsal.
Maintain a rehearsal logbook entry that records the objectives for the session, what was practised, what improved, and what still needs fixing.
Demonstrate improved coordination and ensemble awareness during a full run-through of their planned piece, showing responsiveness to cues and direction.
Justify their chosen revisions by explaining how those changes strengthen the performance’s connection to the indigenous knowledge system being interrogated.

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Curriculum details

Strand: Artistic Practice (Strand 2)
Sub-strand: Refining and Completing Artistic Works for Presentation (2.2)
Content standard: 1.2.2.CS.1 - 1.2.2.CS.1 Demonstrate approaching proficiency level skills and knowledge in executing a planned performing arts artistic product(s); performing /producing/ recording it, and organising post-production activities [DANCE, MUSIC, DRAMA, or, a collaboration] that identify and interrogate indigenous knowledge systems. Learning Outcomes 1.2.2.LO.1 Apply skills and knowledge in production activities, executing a planned performing arts artistic product(s) [DANCE, MUSIC, DRAMA or, a collaboration] that identify and interrogate Indigenous knowledge systems.
Indicator: 1.2.2.LI.1 - Review, revise, rehearse, and fix the Performing Arts artistic product(s) planned based on indigenous knowledge systems.
Suggested placement: Semester 2, Week 8 (Week 28 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. 53

Exemplars (from the NaCCA curriculum)

Whole-class discussion:

- In Groups OR Individually, learners select materials; analyse and interpret; rehearse; evaluate and refine; and fix the creativity/composition/novelty.
- As a whole class, the teacher should lead a discussion around what groups hope to achieve in their rehearsals and what success might look like (objectives and success criteria for rehearsals). This could be recorded in a rehearsal logbook so that learners begin to track systematically what they have done in each rehearsal and their progress.

Activity-Based Learning: Work as a group to rehearse the planned Performing Arts event. The teacher should move around the room to help groups that require support to fine tune their performance skills.

Talk-for-Learning (TfL): Critique each other's performance and role in the rehearsal in order to fine-tune the production.

Assessment (1.2.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Attendance book
- Costumes
- Makeup kits
- Props
- Performance space
- Stationery
- Music manuscripts sheets, notation software-Finale and Sibelius
- Music programming software 5 DAW (audio formats)
- Video editing software - Wondershare Filmora 9.
- Drama production software - Scriptwriter and Adobe Photoshop
- DANCE: Dance floors and mirrors, Sound systems and speakers, Lighting equipment (e.g. spotlights, strobes), Costume and prop materials, Video cameras, and editing software (for dance films and choreography)
- DRAMA: Projection equipment (e.g. projectors, screens), Cameras (for documentation and promotion), Stage lighting and lighting boards, Sound systems and speakers, Microphones, and headsets, Costumes and props, Set design materials (e.g. fabric, wood, paint), Special effects (e.g. fog machines, pyrotechnics).
- MUSIC: Instruments (African and Western), Microphones, Soundboards and mixers, Speakers and amplifiers