Critically Responding to One's Own and Others' Creative Works

Exploratory Learning: Learners watch videos or presentations of various Performing Arts artistic product(s) to:

- Identify and write down the key elements of the production.
- Critique each element of the production and suggest ways of improvement.
- In doing so, consider the following:
- The play or score performed and its relevance.
- Understand why you want to organise an event.
- Performance or showmanship (believability).
- Use of sound and light effects.
- The set design and its impact on the performance.
- Audience participation and reactions.

Project-Based learning: Guide Learners to:

- develop "success criteria" for appraisal of an artistic product(s)performance.
- Write down a report based on their discussions of video or presentation watched.
- Write a report based on their discussions on the features of their peers' performances in the past. For most learners, a prompt sheet of features to discuss will be all that is needed to remind them of features to draw upon - e.g., staging, lighting, and blocking, etc.
- For learners who need support in structuring their thoughts, a template could be made which they fill in with prompt questions or sentence starters.

Talk for Learning:

- Using interactive questioning technique, learners discuss post-production activities while exhibiting values of confidence, courage, tolerance, avoid stereotyping and biases about gender roles.
- 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 musicals 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 SWOT analysis.

Talk for Learning:

- In groups, brainstorm on the elements of production of own and others' Performing Arts events.
- Identify and write the elements of production in a jotter.

Collaborative Learning

- Do group analysis and interpretation of the elements of production of own and others' Performing Arts events.
- Do class presentations using visual and audio-visual aids such as infographics, charts, digital photos, PowerPoint, etc.

Assessment (3.3.1.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:
- 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 amplifier