LessonnotesGH

SHS3 Performing Arts · Semester 1, Week 1

Performing Arts Literature

Lesson notes

Learning Objectives

Indicator: 3.1.1.LI.1 - Research DANCE performing arts literature in Ghana and the West African Sub-Region and apply it to techniques and performances in its artistic product(s)

By the end of the lesson, learners can:

  • Identify at least four dance traditions from Ghana and the West African sub-region and state their communities of origin, including at least one from outside Ghana.
  • Use the research framework to investigate a chosen dance genre, covering belief systems, aesthetics, contexts, history, social organisation, repertoires, and material culture.
  • Demonstrate at least three signature dance steps or techniques from a researched Ghanaian or West African dance tradition.
  • Perform a short group dance piece that applies techniques drawn from their research, with attention to the cultural context of the dance.
  • Present research findings orally to the class, using appropriate language and non-verbal communication, and contribute to a class archive report.

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Curriculum details

Strand
Foundations in Artistic Knowledge and Processes (Strand 1)
Sub-strand
Performing Arts Literature (1.1)
Content standard
3.1.1.CS.1 - 3.1.1.CS.1 Demonstrate advanced skills in understanding knowledge in the performing arts [DANCE, MUSIC, and DRAMA] literature related to Ghana and the West African sub-region. 3.1.1.LO.1 Communicate effectively about the evolution and development of performing arts [DANCE, MUSIC, and DRAMA] in Ghana and the West-African sub-region.
Indicator
3.1.1.LI.1 - Research DANCE performing arts literature in Ghana and the West African Sub-Region and apply it to techniques and performances in its artistic product(s)
Suggested placement
Semester 1, Week 1 (Week 1 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.

Source document note

The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

  • content standard text - printed p.106 heads this sub-strand "1. RUDIMENTS IN PERFORMING ARTS", the Year 1 and Year 2 name. The scope and sequence on printed p.22 gives Rudiments no Year 3 row at all and gives Year 3 strand 1 sub-strand 1 as Performing Arts Literature, which is what all three indicators are about. Heading transcribed as printed
  • exemplars - printed p.108 codes this indicator 3.1.1LI.1, with the separator before the type token missing; filed as 3.1.1.LI.1
  • sub strand name - printed p.106 heads this sub-strand "1. RUDIMENTS IN PERFORMING ARTS", which is the Year 1 and Year 2 name. The scope and sequence gives Year 3 strand 1 sub-strand 1 as Performing Arts Literature, and all three of its indicators read "Research DANCE / MUSIC / DRAMA performing arts literature in Ghana and the West African Sub-Region". Renamed to the scope form. Printed form: Rudiments in Performing Arts
Curriculum reference
NaCCA curriculum document, p. 108

Exemplars (from the NaCCA curriculum) 

Collaborative Learning/ Presentation for Learning: Teacher guides Learners to select genres of interest for their research. Students work in pairs and/or small groups to:

- Research knowledge-base of selected dance(s) using the following steps: I. Ideas about Music.
- a. Believe System in the music-culture.
- b. Aesthetics of the music-culture.
- c. Contexts of music-culture
- d. History of the music-culture II. Social Organisation of the music-culture. III. Repertoires of the music-culture.
- a. Style
- b. Genres
- c. Texts
- d. Compositions
- e. Transmission
- f. Movement IV. Material culture of the music-culture.
- Research and learn the dance steps and techniques
- Practice and refine their performance
- Teach and learn from each other
- Give a class presentation on the research undertaken.
- Collate into a single report for the archives.

Exploratory Learning: Explore and experiment with different dance styles and techniques (e.g., improvisation, contemporary, breaking). Students work individually and/or in small groups to:

- Investigate and research different dance styles
- Experiment with new techniques and movements
- Reflect on their discoveries and create a personal dance piece

Flipped Classroom: Learn and practice dance techniques at home (e.g., watching videos, practicing steps). In-class activities:

- Review and refine techniques
- Apply techniques to choreographed pieces
- Receive feedback and guidance from the teacher

Assessment (3.1.1.AS.1). 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:
- Musical Scores , Play Directing Notes, Dance Choreography Sketches, CDs, electronic video files [MP4 &MP5], and audio electronic files [MP3], etc.
- Rubrics
- Writing pads
- Projector
- Screen
- Cell phones
- 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
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