SHS3 Performing Arts · Semester 1 Week 9: Skills in Performance

Lesson notes

Learning Objectives

Indicator: 3.1.2.LI.3 - Identify and analyse the artistic expressions of Performing Arts artistic product(s).

By the end of the lesson, learners can:

Identify at least three distinct artistic expressions (such as emotion, mood, genre, form, and compositional techniques) within a recorded Performing Arts performance.
Analyse how individual performance components work together to convey the overall meaning and artistic expression of a five to ten-minute piece.
Evaluate the success of a whole performance using prompt questions and a structured template, focusing on the entire piece rather than only its parts.
Present a group PowerPoint analysis of a recorded performance, justifying their interpretation with specific evidence from the work.
Reflect on how their own performance from Week 8 can be improved based on the analytical techniques learned in this lesson.

This lesson builds directly on rehearsing (Week 7, LI.1) and performing and recording (Week 8, LI.2) a five to ten-minute artistic product. It also prepares learners for Week 10 (LI.4), where they will connect their analysis to personal life experiences and new perspectives.

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Curriculum details

Strand: Foundations in Artistic Knowledge and Processes (Strand 1)
Sub-strand: Skills in Performance (1.2)
Content standard: 3.1.2.CS.1 - 3.1.2.CS.1 Demonstrate advanced knowledge and skills in Performing Arts artistic product(s) [DANCE, MUSIC, DRAMA, or a collaboration] and develop a repertoire of five to ten-minute presentations/performances that exhibit advanced level skills in the Performing Arts area. 3.1.2.LO.1 Explore skills in performance by presenting a five to ten-minute artistic product(s) [DANCE, MUSIC, DRAMA, or, a collaboration] based on emerging global topical issues.
Indicator: 3.1.2.LI.3 - Identify and analyse the artistic expressions of Performing Arts artistic product(s).
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. 116

Exemplars (from the NaCCA curriculum)

Talk-for-Learning: Through a group session, discuss the key findings made on the artistic expressions on the artistic product(s)

- DANCE & DRAMA: Learners realise artistic ideas and work through interpretation, sharing, and class presentation to:
- i. Select, analyse and interpret artistic work for class presentation.
- ii. Develop and refine artistic techniques and work for improving artistic product(s).
- iii. Convey meaning through the presentation of artistic work.
- MUSIC: Analyse aurally and/or by reading the scores of musical works the elements of music (including form), compositional techniques, and procedures, relating them to aesthetic effectiveness, style, mood, and context; and explain how the analysis provides models for personal growth as composer, performer, and/or listener.

Exploratory Research:

- Watch online videos or recordings of your own and others' performing arts events and through think-pair-share evaluate the overall performance.
- The teacher can guide learners to practice evaluating the performance as a whole piece by asking questions in discussion such as:
- a) What emotion was the whole piece trying to convey and do you think it was successful?
- b) What genre / mood was the piece? Where did you see examples of this?
- c) Are there components of the piece that stand out for you (because they work or don't work)?

Inquiry-based Learning: Building upon analysis of performance components from the previous week:

- the teacher can show a recording of others' Performing Arts artistic product(s) and invite learners to individually do an analysis of the artistic expressions used.
- They can use their resources from the previous week to help shape their individual appraisals and the teacher can again provide templates / writing frames / prompt questions to support students to evaluate the whole performance and not just parts. The appraisals this week should focus on the whole performance and its artistic expression.

Collaborative Learning: Do a group PowerPoint presentation based on the analysis.

Assessment (3.1.2.AS.3). 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
- Make-up kits
- Space
- Flat files