SHS3 Performing Arts · Semester 1 Week 16: Communications in the Performing Arts

Lesson notes

Learning Objectives

Indicator: 3.1.3.LI.1 - Summarize the various Performing Arts processes undertaken using the appropriate terminologies associated with the processes (concept development, composition, performance, etc.)

By the end of the lesson, learners can:

Define the key processes in Performing Arts work: concept development, composition, rehearsal, performance, and evaluation, using the correct terminology from the music, dance, and drama glossaries.
Summarize, in their own words, the step-by-step process a choreographer, composer, or playwright follows from initial idea to final presentation.
Identify and correctly use genre-specific terms (for example, motif, phrasing, libretto, blocking, dynamics, crescendo) when describing a Performing Arts process.
Distinguish between the creative processes used in music, dance, and drama, and explain one similarity and one difference between any two of them.
Present a small-group summary of a Performing Arts process to the class, using clear structure and accurate terminology appropriate to the audience.

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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: 3.1.3.CS.1 - 3.1.3.CS.1 Demonstrate advanced 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. 3.1.3.LO.1 Use varying Performing Arts language forms, mechanics that communicate the emerging Global topical issues meaningfully to enhance social interactions, connect to the other arts and everyday life experiences.
Indicator: 3.1.3.LI.1 - Summarize the various Performing Arts processes undertaken using the appropriate terminologies associated with the processes (concept development, composition, performance, etc.).
Suggested placement: Semester 1, Week 16 (Week 16 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. 121

Exemplars (from the NaCCA curriculum)

Initiating Talk for Learning: Brainstorm on knowledge acquired in the performing arts e.g., genres, elements and techniques, dramaturgy, etc.

Collaborative Learning:

- In small groups, discuss the intents of the choreographer, composer and playwright of artworks.
- Write the intents out in a jotter.
- Do the analysis and interpretation based on the elements and other techniques to communicate new perspectives realised.
- Do a class presentation.

Assessment (3.1.3.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:
- 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