Business Cycle in the… · SHS2 Performing Arts

Lesson notes

Learning Objectives

Indicator: 2.1.4.LI.1 - Exhibit proficiency level skills in the conduct of research on businesses within the performing arts sector: Event planning, Management, Branding and Marketing.

By the end of the lesson, learners can:

Identify at least four performing arts businesses in their local community and classify them under event planning, management, branding, or marketing.
Design a simple research instrument (interview guide) with at least five open-ended questions for interviewing a performing arts business operator.
Conduct a one-on-one interview with a performing arts business person and record accurate responses using proper note-taking techniques.
Present a brief oral report of their research findings to the class, highlighting at least two key business practices observed.
Demonstrate teamwork and equitable role distribution in pair-based research and reporting activities.

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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: 2.1.4.CS.1 - 2.1.4.CS.1 Demonstrate understanding and accomplished level skills in planning the development processes for building and managing brands, the 4Ps and Intellectual Property in the Performing Arts businesses. 2.1.4.LO.1 Identify processes of building brands (artistes, product brands), Intellectual Property, and marketing techniques (4P's: product, price, promotion and place) in the Performing Arts.
Indicator: 2.1.4.LI.1 - Exhibit proficiency level skills in the conduct of research on businesses within the performing arts sector: Event planning, Management, Branding and Marketing.
Suggested placement: Semester 2, Week 1 (Week 21 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.
Curriculum reference: NaCCA curriculum document, p. 85

Exemplars (from the NaCCA curriculum)

Experiential Learning: Take a field trip to a performing arts institution or a business person to conduct a one-on-one interview.

Inquiry-based Learning: Conduct on-field research about key aspects in the operations of performing arts businesses such as planning, management, branding and marketing.

Project-Based Learning: Work in pairs to write a report based on your on-field research activities.

Assessment (2.1.4.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Digital calculators
- Book-keeping materials
- Time