Business Cycle in the… · SHS1 Performing Arts

Lesson notes

Learning Objectives

Indicator: 1.1.4.LI.3 - Apply marketing techniques and strategies to access identified business opportunities to address challenges of the Performing Arts sector.

By the end of the lesson, learners can:

Define at least five marketing techniques (such as branding, pricing, promotion, publicity, and audience segmentation) and match each to a real performing arts business scenario.
Apply the “4 Ps” of marketing (Product, Price, Place, Promotion) to a specific performing arts opportunity identified in earlier lessons, explaining how each P addresses a stated challenge.
Calculate the cost of a simple promotional campaign for a performing arts event, including printing, social media ads, and radio announcements, within a given budget.
Evaluate at least two marketing strategies for a chosen performing arts business challenge and justify which strategy is more effective using evidence from a case study.
Create a simple one-page marketing plan outline for a performing arts product or event that incorporates target audience, pricing, and promotional activities.

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.3 - Apply marketing techniques and strategies to access identified business opportunities to address challenges of the Performing Arts sector.
Suggested placement: Semester 1, Week 20 (Week 20 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.44 codes this indicator 1.1.4LI.3, with the separator before the type token missing; filed as 1.1.4.LI.3
Curriculum reference: NaCCA curriculum document, p. 44

Exemplars (from the NaCCA curriculum)

Teacher-led discussion:

- The teacher leads a whole class activity around definitions of business features and functions.
- This could then lead into a pair activity where learners have to match the feature to the definition and / or example.

Talk for Learning:

- Learners can be provided with resources in groups with descriptions and costs of running a fictional business in the Performing Arts sector.
- There can be differentiated questions which stretch learners to answer increasingly difficult questions on the business structure, features and functions. It should include figures to help learners calculate things such as overheads and revenue.

Exploratory Learning: In groups or in pairs, brainstorm and research on techniques and strategies to take advantage of Performing Arts business opportunities identified.

Project-Based Learning: Based on the design process and other strategies, plan and develop effective solutions to addressing the identified challenges in the performing arts sector.

Assessment (1.1.4.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:
- Flowcharts
- Audio-visuals
- PowerPoint