SHS2 Performing Arts · Semester 1 Week 9: Skills in Performance

Lesson notes

Learning Objectives

Indicator: 2.1.2.LI.4 - Rehearse, using ICT-software, a selected repertoire of five to ten-minute artistic product(s) developed based on an emerging Ghanaian topical issue.

By the end of the lesson, learners can:

Recall and state the core features of their selected five to ten-minute artistic product and justify how it addresses their chosen emerging Ghanaian topical issue.
Demonstrate at least three ICT-software functions (e.g., audio recording in a DAW, video playback in Filmora 9, script formatting in Scriptwriter) that support their rehearsal process.
Apply ICT-software tools to rehearse and refine at least two sections of their artistic product, noting specific improvements made after each rehearsal take.
Use a rehearsal log or digital checklist to track progress and identify areas for further refinement in their performance.
Collaborate effectively with ensemble members during rehearsals, giving and receiving constructive feedback using the software’s playback and review functions.

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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.4 - Rehearse, using ICT-software, a selected repertoire of five to ten-minute artistic product(s) developed based on an emerging Ghanaian topical issue.
Suggested placement: Semester 1, Week 9 (Week 9 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. 76

Exemplars (from the NaCCA curriculum)

Experiential Learning:

- Learners go through a Repertoire Selection Exercise, justify their choice, and sign a Contract to work on the piece in the semester off school-time-tabled schedules. However, sees teachers in a one-on-one practical instruction session a week to evaluate and assess progress.
- Have learners develop and rehearse a short play, dance, or music piece that addresses a current Ghanaian issue.

Practice-Based Learning: Assign learners to rehearse and refine their artistic product, focusing on:

- Choreography and dance techniques (for dance)
- Musical arrangement and performance skills (for music)
- Character development and acting techniques (for theatre)

Assessment (2.1.2.AS.4). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.

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