SHS2 Performing Arts · Semester 1 Week 2: Rudiments in Performing Arts

Lesson notes

Learning Objectives

Indicator: 2.1.1.LI.2 - Identify and explain the function(s) of ICTs-software, and other Performing Arts technical production equipment used for performing / presenting / producing and recording the artistic products in MUSIC.

By the end of the lesson, learners can:

Identify at least five ICT software programs used in music production and performance, including Finale, Sibelius, Logic Pro, Cubase, and score editors.
Explain the primary function of each identified software program in the music production process, from notation to recording and mixing.
Identify at least three pieces of technical production equipment used in music (soundboard, microphone, studio monitors) and explain their roles in capturing, shaping, and delivering sound.
Demonstrate, through a group composition task using available software or its simulated equivalent, how the functions of software and equipment work together to produce a complete musical product.
Justify the choice of specific software and equipment for a given musical task, giving reasons based on their functions.

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Curriculum details

Strand: Foundations in Artistic Knowledge and Processes (Strand 1)
Sub-strand: Rudiments in Performing Arts (1.1)
Content standard: 2.1.1.CS.1 - 2.1.1.CS.1 Demonstrate accomplished level knowledge in the use of ICTs-software, and other Performing Arts (DANCE, MUSIC, DRAMA) technical production equipment for performing / presenting / producing and recording the artistic products. 2.1.1.LO.1 Apply ICTs-software and other Performing Arts production equipment to develop, compose, and perform artistic products [DANCE, MUSIC, DRAMA, or a collaboration].
Indicator: 2.1.1.LI.2 - Identify and explain the function(s) of ICTs-software, and other Performing Arts technical production equipment used for performing / presenting / producing and recording the artistic products in MUSIC.
Suggested placement: Semester 1, Week 2 (Week 2 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. 70

Exemplars (from the NaCCA curriculum)

Talk-for-Learning: Use a think-pair-share activity to identify and explain the functions of music software (e.g., Finale, Sibelius, Logic Pro) and technical production equipment (e.g., soundboards, microphones).

Experiential Learning: Have learners work in groups to create a musical composition using music software, exploring its functions and capabilities.

Assessment (2.1.1.AS.2). 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:
- Rehearsal Space
- Theatre Space
- Dance Halls
- Music Studio
- Light Equipment
- Sound Equipment
- Music Software Finale
- Sibelius
- Cubase
- Score Editor
- Audio city
- Sketch-up
- CAD
- VST Expression 2 Cubase
- Drum Editor Labanotation