Business Cycle in the… · SHS1 Performing Arts

Lesson notes

Learning Objectives

Indicator: 1.1.4.LI.2 - Analyse business opportunities and challenges in Performing Arts sector.

By the end of the lesson, learners can:

Identify at least four business opportunities available in the Ghanaian Performing Arts sector using a SWOT Analysis framework.
Categorise challenges facing Performing Arts businesses in Ghana under the four SWOT headings (Strengths, Weaknesses, Opportunities, Threats).
Explain how at least two internal factors (Strengths and Weaknesses) differ from external factors (Opportunities and Threats) in a Performing Arts business context.
Work collaboratively in heterogeneous groups to present a SWOT analysis of a selected Ghanaian Performing Arts organisation, justifying each point with evidence.
Compare the Performing Arts sector in Ghana with at least one other West African country, identifying one transferable lesson for Ghanaian arts entrepreneurs.

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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.2 - Analyse business opportunities and challenges in Performing Arts sector.
Suggested placement: Semester 1, Week 19 (Week 19 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.2, with the separator before the type token missing; filed as 1.1.4.LI.2
Curriculum reference: NaCCA curriculum document, p. 43

Exemplars (from the NaCCA curriculum)

Initiate Talk for Learning (TfL):

- Through heterogeneous groups, learners collaborate to brainstorm and analyse specific aspects of the Performing Arts business using the SWOT Analysis model.
- They can do this collaboratively using case studies on any of the organisations above, such as the NCC or The Ghana National Theatre.

Guided group work:

- Arrange debate or panel discussion sessions where learners discuss and analyse various aspects of the Performing Arts business to promote communication skills and critical thinking.
- For learners who require extension work, research can be conducted into the Performing Arts sector in other West African countries.
- Learners can discuss the contributions of the performing arts to the economy of Ghana and compare with other West African Countries.

Assessment (1.1.4.AS.2). 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