SHS2 Performing Arts · Semester 1 Week 3: Rudiments in Performing Arts

Lesson notes

Learning Objectives

Indicator: 2.1.1.LI.3 - 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 DRAMA.

By the end of the lesson, learners can:

Identify at least four ICT software tools (e.g., QLab, LightConverse) and three technical production equipment (e.g., stage lighting, sound systems, special effects equipment) used in drama production.
Explain the specific function of each identified software and equipment in the drama production process, from rehearsal to final performance.
Compare the functions of drama-specific ICT tools with those used in dance (Week 1) and music (Week 2) to show how the same tools serve different artistic purposes.
Justify the choice of a particular software or equipment for a given dramatic scenario (e.g., a school play, a church drama, a community performance) with reasoning based on function and practical need.
Work collaboratively in groups to design a basic lighting or sound scheme for a short drama scene, assigning roles to ensure equitable participation and demonstrating respect for group members’ contributions.

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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.3 - 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 DRAMA.
Suggested placement: Semester 1, Week 3 (Week 3 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 jigsaw discussion to identify and explain the functions of ICTs in drama, such as:

- Software: lighting and sound design software (e.g., QLab, LightConverse)
- Technical production equipment: stage lighting, sound systems, special effects equipment Experiential Learning: Have learners work in groups to design and operate a lighting or sound scheme for a short drama piece using ICTs and technical production equipment.

Assessment (2.1.1.AS.3). 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