SHS1 Performing Arts · Semester 2 Week 17: Connecting Artworks with Life Experiences

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.1 - Identify and connect performing arts artistic product(s) to life experiences.

By the end of the lesson, learners can:

Identify at least three performing arts products (dance, music, or drama) they have watched or participated in and name the life experiences each one connects to.
Explain, using critical questioning, how a specific artistic product reflects personal, community, or cultural life experiences.
Create a concept map linking a chosen performing arts product to at least five everyday life experiences, using the Exploratory Learning approach.
Respond in writing to a post-production recording by describing the cultural, historical, musical, dramatic, or artistic activities shown and connecting them to their own interests and experiences.
Discuss with peers how indigenous knowledge systems (AIKS) and historic belief systems influence creative choices in dance, music, or drama works, respecting divergent views.

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Curriculum details

Strand: Analysis and Interpretation (Strand 3)
Sub-strand: Connecting Artworks with Life Experiences (3.2)
Content standard: 1.3.2.CS.1 - 1.3.2.CS.1 Demonstrate approaching proficiency level skills in communicating and connecting own and others' artistic product(s) [DANCE, MUSIC, DRAMA, or a collaboration] to life experiences to explore new perspectives and new realisations. 1.3.2.LO.1 Apply skills in communicating and connecting own and others' artistic product(s) [DANCE, MUSIC, DRAMA, or a collaboration] to life experiences to explore new perspectives and new realisations.
Indicator: 1.3.2.LI.1 - Identify and connect performing arts artistic product(s) to life experiences.
Suggested placement: Semester 2, Week 17 (Week 37 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. 64

Exemplars (from the NaCCA curriculum)

Activity-Based Learning: Undertake a gallery walk to review various PA artistic products(s) .

- Use critical questioning approaches to connect life experiences and ideas to the artistic product(s) created and communicate the explored insights.
- The teacher takes Learners through the following activities:
- a. Explore how the AIKS and historic belief systems affect creative choices in DANCE/MUSIC/DRAMA work.
- b. Discuss how the artistic product(s) communicates new perspectives or realizations. Compare orally and in writing the process used in choreography/composition/playwrighting to that of other creative, academic, or scientific procedures
- c. Identify how compositions are appropriate for an audience or context, and how this will shape future compositions
- d. Analyse aurally the elements of music (including form) of musical works, relating them to style, mood, and context, and describe how the analysis provides models for personal growth as composer, performer, and/or listener.

Exploratory Learning: Design concept maps to link the artworks to everyday life experiences.

Talk for Learning (TfL): Through a teacher-led discussion, brainstorm the connection between various life experiences and various ideas in a performing art creative product(s).

- Teacher encourages Learners to watch the Post-Production recording and respond to the video documentary played in class or taken home and describe the activities involved (culturally, historically, musically, dramatically, artistically, etc.) and connect with their personal interests, experiences, ideas, and knowledge.

Project-Based Learning: Individually, write down how your life experiences, ideas and perspectives are realised through a performing art artistic product(s) you have watched connected to everyday life.

Assessment (1.3.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Score sheets
- Rubrics
- Projector
- Screen
- Writing pads
- 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