SHS2 Performing Arts · Semester 2 Week 9: Refining and Completing Artistic Works for Presentation

Lesson notes

Learning Objectives

Indicator: 2.2.2.LI.2 - Record the performing arts creative product(s) created with ICT-software for post-production activities.

By the end of the lesson, learners can:

operate the basic recording functions of a mobile phone or digital camera, including record, stop, rewind, and fast forward, to capture a performing arts performance.
record a 1-minute clip of their rehearsed performance piece (dance, music, or drama) that reflects an emerging African topical issue, using available digital recording devices.
download, save, and store recorded video files using a standard file naming convention (e.g., GroupName_PieceTitle_TakeNumber_Date).
apply recording ethics and values, including seeking permission, respecting performers, and handling equipment responsibly, when capturing artistic work.
evaluate the recorded footage critically by reviewing multiple takes and selecting the best angles and shots for post-production editing.

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Curriculum details

Strand: Artistic Practice (Strand 2)
Sub-strand: Refining and Completing Artistic Works for Presentation (2.2)
Content standard: 2.2.2.CS.1 - 2.2.2.CS.1 Demonstrate accomplished level skills in producing, presenting, recording, and undertaking post-production activities of performing arts artistic product(s) [DANCE, MUSIC, DRAMA, or a collaboration] that reflects emerging topical African issues using ICT. Learning Outcomes 2.2.2.LO.1 Refining, producing, or/and executing a performing arts artistic product(s) [DANCE, MUSIC, DRAMA, or a collaboration] that reflects emerging African topical issues using ICT.
Indicator: 2.2.2.LI.2 - Record the performing arts creative product(s) created with ICT-software for post-production activities.
Suggested placement: Semester 2, Week 9 (Week 29 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. 94

Exemplars (from the NaCCA curriculum)

Experiential Learning:

- If learners have access to recording equipment, the teacher should provide a whole class experience of how to operate the technology.
- Learners should be able to work individually and in groups to edit and finalize projects (both audio and video) for presentation.
- This can include basic functions of record and stop, how to rewind / fast forward and how to download and save / store the recording. In groups, learners should record a 1-minute clip and then download / store the recording according to a file naming convention to demonstrate that they have acquired the skills needed to record a full performance.
- Explore how self-phones could be used for recording, etc.

Digital Learning:

- The teacher should divide the class into groups where one group is tasked with filming the other and then they swap.
- Record the planned performing arts artistic product(s), using digital resources such as a mobile phone or camera.
- Depending on resource allocation, groups could have more than one recording device and can experiment with the best views / angles to capture the performance. Record the planned Performing Arts event.
- Record the planned performing arts event, using digital resources such as a mobile phone or camera (e.g., video, live stream)
- Edit the performance for digital presentation Talk for Learning:
- Using interactive questioning technique as a plenary session, discuss what suitable recording equipment is available and the values and ethics involved in recording a performing artwork.
- Learners document a SWOT analysis to give a presentation in class on the artistic product(s) created. Talk-for-Learning:
- Do an evaluation or appraisal of the performing arts work and production (open forum).

Assessment (2.2.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Attendance book
- Costumes
- Make-up kits
- Props
- Stationery
- DANCE: Dance floors and mirrors, Sound systems and speakers, Lighting equipment (e.g. spotlights, strobes), Costume and prop materials, Video cameras, and editing software (for dance films and choreography)
- DRAMA: Projection equipment (e.g. projectors, screens), Cameras (for documentation and promotion), Stage lighting and lighting boards, Sound systems and speakers, Microphones, and headsets, Costumes and props, Set design materials (e.g. fabric, wood, paint), Special effects (e.g. fog machines, pyrotechnics). MUSIC: Instruments (African and Western), Microphones, Soundboards and mixers, Speakers and amplifiers
- Electronic devices e.g., mobile phone, cameras, etc.
- Sound and light effects, etc.
- Music manuscripts 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