Business Cycle in the… · SHS1 Performing Arts

Lesson notes

Learning Objectives

Indicator: 1.1.4.LI.1

By the end of the lesson, learners can:

Define a business opportunity and a business challenge in the context of the Performing Arts industry in Ghana, giving at least two examples of each.
Identify at least five distinct business opportunities available to performing artistes, groups, and institutions in Ghana.
Identify at least five distinct challenges facing Performing Arts businesses in Ghana, distinguishing between personal/individual and organisational challenges.
Categorise identified opportunities and challenges using a simple chart or flowchart.
Explain, through group discussion and presentation, the rewards and risks of pursuing a career or business in the Performing Arts sector.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Foundations in Artistic Knowledge and Processes (Strand 1)
Sub-strand: Business Cycle in the Performing Arts (1.4)
Content standard: 1.1.4.CS.1 - 1.1.4.CS.1 Demonstrate approaching proficiency level skills in understanding and knowledge of business opportunities and challenges in the Performing Arts industry and apply business ideas to solve them. 1.1.4.LO.1 Apply problem-solving and marketing skills and techniques to address explored performing arts business opportunities and challenges.
Indicator: 1.1.4.LI.1 - Identify Performing Arts business opportunities and challenges.
Suggested placement: Semester 1, Week 18 (Week 18 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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - printed p.43 codes this indicator 1.1.4LI.1, with the separator before the type token missing; filed as 1.1.4.LI.1
Curriculum reference: NaCCA curriculum document, p. 43

Exemplars (from the NaCCA curriculum)

Experiential Learning: Organise learners into expert groups with each group focusing on a specific aspect of the Performing Arts business toward the field trip. Use field trips and interview guides to collect and collate data (from accomplished performing artistes, groups and institutions) on their business plans and implementation challenges and present reports using flowcharts, audio-visuals, PowerPoint etc.

Group Work/Collaborative Learning:

- Whole-class, teacher-led discussion on challenges and opportunities of the sector.
- Teacher questioning to draw out the list of challenges / opportunities above.
- Put in mixed-ability groups where learners brainstorm individual rewards of being in the Performing Arts sector versus the risks and then repeat for organisational risks and rewards.
- Feedback group's ideas to the whole class for discussion.

Assessment (1.1.4.AS.1). 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:
- Flowcharts
- Audio-visuals
- PowerPoint