SHS1 Performing Arts · Semester 2 Week 13: Critically Responding to One's Own and Others' Creative Works

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.1 - Identify and evaluate the elements of production/presenting/performing the artistic product(s).

By the end of the lesson, learners can:

Identify at least six key elements of production (such as staging, lighting, sound, blocking, showmanship, and set design) after watching a recorded Performing Arts performance.
Critique each identified element by stating one strength and one area for improvement, using evidence from the performance watched.
Develop a simple “success criteria” checklist for appraising a dance, music, or drama performance, with at least five criteria.
Write a short appraisal report of a peer performance or a recorded performance using a provided prompt sheet or template, demonstrating respect for divergent views and avoidance of gender stereotyping.
Present their appraisal orally to a small group, responding to feedback with tolerance and humility.

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Curriculum details

Strand: Analysis and Interpretation (Strand 3)
Sub-strand: Critically Responding to One's Own and Others' Creative Works (3.1)
Content standard: 1.3.1.CS.1 - 1.3.1.CS.1 Demonstrate approaching proficiency level skills in interpreting and understanding own and others' performing arts artistic product(s) in [DANCE, MUSIC, DRAMA or, a collaboration] based on Ghanaian indigenous knowledge systems. Learning Outcomes 1.3.1.LO.1 Apply skills and knowledge in examining and appraising own and others' artistic product(s) in [DANCE, MUSIC, DRAMA or, a collaboration] that identify and interrogate indigenous knowledge systems.
Indicator: 1.3.1.LI.1 - Identify and evaluate the elements of production/presenting/performing the artistic product(s).
Suggested placement: Semester 2, Week 13 (Week 33 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. 58

Exemplars (from the NaCCA curriculum)

Exploratory Learning: Learners watch videos or presentations of various Performing Arts artistic product(s) to:

- Identify and write down the key elements of the production.
- Critique each element of the production and suggest ways of improvement.
- In doing so, consider the following:
- The play or score performed and its relevance.
- Understand why you want to organise an event.
- Performance or showmanship (believability).
- Use of sound and light effects.
- The set design and its impact on the performance.
- Audience participation and reactions.

Project-Based learning: Guide Learners to:

- develop "success criteria" for appraisal of an artistic product(s)performance.
- Write down a report based on their discussions of video or presentation watched.
- Write a report based on their discussions on the features of their peers' performances in the past. For most learners, a prompt sheet of features to discuss will be all that is needed to remind them of features to draw upon - e.g., staging, lighting, and blocking, etc.
- For learners who need support in structuring their thoughts, a template could be made which they fill in with prompt questions or sentence starters.

Talk for Learning: Using interactive questioning technique, learners discuss post-production activities while exhibiting values of confidence, courage, tolerance, avoid stereotyping and biases about gender roles.

Assessment (1.3.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- IT playing and recording gadgets e.g., mobile phone, cameras, etc.
- Assessment tools - [DANCE, MUSIC, and DRAMA, or a collaboration]
- Music manuscript 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