SHS3 Performing Arts · Semester 2 Week 11: Refining and Completing Artistic Works for Presentation

Lesson notes

Learning Objectives

Indicator: 3.2.2.LI.3 - Record a refined and complete artistic work, for post-production activities

By the end of the lesson, learners can:

Record a refined and complete performance (dance, music, or drama) using a mobile phone or digital camera, applying basic recording functions such as record, stop, rewind, and fast forward
Demonstrate the roles of both artist and recording engineer while capturing each other’s work, showing technical competence and artistic sensitivity
Select and justify an appropriate recording technology or software for a specific artistic work, comparing at least two available options
Apply basic editing techniques using available software (such as Filmora 9) to refine a recorded performance for digital presentation
Discuss and practise the values and ethics involved in recording a performing artwork, including consent, respect for cultural material, and fair recognition of contributors

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Curriculum details

Strand: Artistic Practice (Strand 2)
Sub-strand: Refining and Completing Artistic Works for Presentation (2.2)
Content standard: 3.2.2.CS.1 - 3.2.2.CS.1 Demonstrate advanced level skills in making comprehensive decisions about the creation of novel artistic products [DANCE, MUSIC, DRAMA or a collaboration] in a collaborative and integrated environment of performing artistes; presenting, producing and recording their master performance that identify and interrogate cultural, historic, and global belief systems. 3.2.2.LO.1 Apply comprehensive knowledge and exhibit advanced level skills of pre-production, production and post-production activities of the performing arts artistic product [DANCE, MUSIC, DRAMA or a collaboration] that identify and interrogate cultural, historic, and global belief systems.
Indicator: 3.2.2.LI.3 - Record a refined and complete artistic work, for post-production activities
Suggested placement: Semester 2, Week 11 (Week 31 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. 136

Exemplars (from the NaCCA curriculum)

Experiential Learning: Provide learners the opportunity to

- Participate in a workshop on editing and post-production techniques to refine their recorded artistic work. This can include basic functions of record and stop, how to rewind / fast forward and how to download and save / store the recording.
- Record each other's artistic work, taking turns as the artist and the recording engineer, to develop technical and artistic skills.
- Explore and experiment with different recording technologies and software to find the best fit for their artistic work.

Digital Learning:

- 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.

Assessment (3.2.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Attendance book
- Costumes
- Makeup kits
- Props
- Performance space
- Stationery
- 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
- 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