Connecting Artworks with Life Experiences

Activity-Based Learning: Undertake a gallery walk to review various PA artistic products(s) .

- Use critical questioning approaches to connect life experiences and ideas to the artistic product(s) created and communicate the explored insights.
- The teacher takes Learners through the following activities:
- a. Explore how the emerging global issues and historic belief systems affect creative choices in DANCE/MUSIC/DRAMA work.
- b. Discuss how the artistic product(s) communicates new perspectives or realizations. Compare orally and in writing the process used in choreography/composition/playwrighting to that of other creative, academic, or scientific procedures
- c. Identify how compositions are appropriate for an audience or context, and how this will shape future compositions
- d. Analyse aurally the elements of music (including form) of musical works, relating them to style, mood, and context, and describe how the analysis provides models for personal growth as composer, performer, and/or listener.

Exploratory Learning:

- Design concept maps to link the artworks to everyday life experiences.

Talk for Learning (TfL): Through a teacher-led discussion, brainstorm the connection between various life experiences and various ideas in a performing art creative product(s).

- Teacher encourages Learners to watch the Post-Production recording and respond to the video documentary played in class or taken home and describe the activities involved (culturally, historically, musically, dramatically, artistically, etc.) and connect with their personal interests, experiences, ideas, and knowledge.

Project-Based Learning: Individually, write down how your life experiences, ideas and perspectives are realised through a performing art artistic product(s) you have watched connected to everyday life.

Talk-for-Learning:

- Through a teacher-led discussion, brainstorm on the connection between various life experiences and various ideas in the artistic product(s). s.
- Teacher encourages Learners to describe various life experiences and activities involved (culturally, historically, musically, dramatically, artistically, etc.) and connect with their personal interests, experiences, ideas, and knowledge.
- Learners demonstrate a correlation between DANCE, MUSIC, and DRAMA, and possibly, VISUAL ARTS:
- a. cross-curricula knowledge in say Maths skills through the songs, acts, etc., pertaining to numbers, days of the week, and seasons and months of the year;
- b. about nature, weather, and the seasons.
- c. history and geography
- d. rite-de-passage
- e. festivals when relating to the community.
- f. language arts skills when expressing themselves through L and L mediums, etc. 1 2

Project-Based Learning:

- Individually write down how your life experiences, ideas, and perspectives realized connect to everyday life.

Assessment (3.3.2.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.
- 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,
- Drama production software - Scriptwriter and Adobe Photoshop
- wood, paint), Special effects (e.g. fog machines, pyrotechnics).
- MUSIC: Instruments (African and Western), Microphones, Soundboards and mixers, Speakers and amplifiers