SHS2 Performing Arts · Semester 1 Week 7: Skills in Performance

Lesson notes

Learning Objectives

Indicator: 2.1.2.LI.2 - Develop ICT-software skills and apply them to composing/presenting Music artistic product(s) of their choice.

By the end of the lesson, learners can:

Identify and name at least three ICT music software tools (DAW, notation software, or recording apps) and state one key function of each.
Operate basic functions of a selected music software, including recording, editing, and saving an audio file.
Compose a short original musical phrase (4 to 8 bars) using a chosen ICT tool, based on an emerging African topical issue.
Present their composed musical product to peers using ICT playback equipment and explain the creative choices they made.
Apply basic editing techniques such as cutting, looping, or adding effects to refine their musical composition.

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Curriculum details

Strand: Foundations in Artistic Knowledge and Processes (Strand 1)
Sub-strand: Skills in Performance (1.2)
Content standard: 2.1.2.CS.1 - 2.1.2.CS.1 Demonstrate accomplished level skills in ICT-software in choreography for DANCE; composing/playing musical instruments for MUSIC and script/playwriting for DRAMA; and further engagements in ensemble work for all three areas [DANCE, MUSIC, and DRAMA, or a collaboration] based on emerging African topical issues. 2.1.2.LO.1 Explore skills in performance by selecting and presenting a five to ten-minute artistic product(s) [DANCE, MUSIC, DRAMA, or a collaboration] based on any emerging African topical issue.
Indicator: 2.1.2.LI.2 - Develop ICT-software skills and apply them to composing/presenting Music artistic product(s) of their choice.
Suggested placement: Semester 1, Week 7 (Week 7 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. 75

Exemplars (from the NaCCA curriculum)

Experiential Learning:

- Learners work individually (self-study/self-taught/community experts support), and collaboratively with teachers, and colleagues' learners develop ICT-software skills and apply them in composing /presenting musical artistic product(s).
- Have learners practice and apply their ICT-software skills by playing in small ensembles or as a soloist.

Practice-Based Learning:

- The teacher assists learners to select the right and appropriate repertoire to practice specific techniques or songs using ICT, and gradually increasing difficulty and complexity.

Problem-Based Learning: Present learners with a musical challenge or project, such as:

- Arranging a song for an instrumental medium
- Composing an original musical creative product(s), viz., Hymn, Short Anthem, A Jingle, A Gospel Song, etc.
- Learning a new style or genre (e.g., jazz, classical)

Assessment (2.1.2.AS.2). 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:
- Writing Pads
- Pens
- Projector
- Screen
- Flip Chart
- Video Camera
- Musical Instruments
- 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
- Props Costumes Make-up kits Time Space