SHS2 Performing Arts · Semester 1 Week 17: Communications in the Performing Arts

Lesson notes

Learning Objectives

Indicator: 2.1.3.LI.1 - Summarise the various Performing Arts processes undertaken using the appropriate terminologies associated with the processes (concept development, composition and performance).

By the end of the lesson, learners can:

Define the three core Performing Arts processes: concept development, composition and performance, using appropriate terminology for music, drama and dance.
Sequence the key stages within each process in the correct order, from initial research on an emerging African topical issue to the final performance.
Construct a flowchart that accurately maps the relationships between concept development, composition and performance.
Use at least five discipline-specific terms (for example, improvisation, blocking, choreography, rehearsal, score) correctly when summarising a Performing Arts process.
Summarise, verbally or in writing, the full creative journey of a Performing Arts work, from research to performance, using correct terminology.

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Curriculum details

Strand: Foundations in Artistic Knowledge and Processes (Strand 1)
Sub-strand: Communications in the Performing Arts (1.3)
Content standard: 2.1.3.CS.1 - 2.1.3.CS.1 Demonstrate accomplished level skills to clearly communicate the various Performing Arts processes, using appropriate language, and making connections to the relationships between Performing Arts and other arts. 2.1.3.LO.1 Use varying Performing Arts language forms, mechanics that communicate the emerging African topical issues meaningfully to enhance social interactions, connect to the other arts and everyday life experiences.
Indicator: 2.1.3.LI.1 - Summarise the various Performing Arts processes undertaken using the appropriate terminologies associated with the processes (concept development, composition and performance).
Suggested placement: Semester 1, Week 17 (Week 17 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. 81

Exemplars (from the NaCCA curriculum)

Talk for Learning: Engage in a discussion on the various processes undertaken from the stage of researching into the emerging African topical issues through to the stages of development and performance.

Activity-Based Learning:

- Develop word clouds based on the key words associated with the processes.
- Develop a flowchart on the key performing art processes and their features.

Assessment (2.1.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.

Teaching and Learning Resources:
- Score sheets
- Rubrics
- Projector
- Screen
- Flip Charts
- Writing Pads
- Glossary of DANCE Terms
- Glossary of MUSIC Terms
- Glossary of DRAMA Terms
- Audio-Visual Recording and playback gadgets
- Cell phones
- Laptops with internet connectivity