Conceiving and Developing New Artistic Ideas and Works

Curriculum details

Strand

Artistic Practice (Strand 2)

Sub-strand

Conceiving and Developing New Artistic Ideas and Works (2.1)

Content standard

3.2.1.CS.1 - 3.2.1.CS.1 Demonstrate advanced level skills in pre-production activities (developing and planning) of performing arts artistic product(s) [DANCE, MUSIC, DRAMA or a collaboration] that identify and interrogate emerging global topical issues. Demonstrate advanced level skills and knowledge in executing a planned performing arts artistic product(s); performing /producing/ recording it, and organising post-production activities in [DANCE, MUSIC, DRAMA, or, a collaboration] that identifies and interrogate emerging global issues. 3.2.1.LO.1 Develop a plan to execute a performing arts artistic product [DANCE, MUSIC, DRAMA, or a collaboration] that reflects emerging global topical issues.

Indicator

3.2.1.LI.1 - Research, identify, and interrogate emerging global topical issues that affect the production/presentation of artistic product(s) planning and execution.

Suggested placement

Semester 2, Week 5 (Week 25 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. 130

Exemplars (from the NaCCA curriculum)

Experiential Learning: In groups learners:

- undertake community visits to gain first-hand information on emerging global topical issues and ways of planning an artistic product(s) production.
- work together by brainstorming the meaning of emerging global topical issues found in the community
- write their responses in their jotters
- research traditional ways of producing / performing artistic product(s) in Ghana and discuss the knowledge and customs they know from their own backgrounds and that of their friends and family.

Initiating Talk for Learning (TfL): In groups, brainstorm:

- on emerging global topical issues ideas for event planning.
- to identify the emerging global topical issues suitable for planning Performing Arts events.

Project Based Learning (PBL): Guide learners to discuss and design plans for a Performing Arts artistic product(s) event which takes into account their research and discussion on emerging global topical issues and customs. Experiential Learning: Undertake community visits to gain first-hand information on emerging global topical issues and ways of planning an artistic product(s) production.

Group-Based Learning: In groups, brainstorm to identify the emerging global topical issues suitable for planning Performing Arts events.

Initiating Talk for Learning (TfL): Discuss to agree on the specific emerging global topical issues ideas for event planning.

Assessment (3.2.1.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:
- Stationery
- Camera
- African instruments, etc.
- Time