Business Cycle in the… · SHS3 Performing Arts

Lesson notes

Learning Objectives

Indicator: 3.1.4.LI.1 - Exhibit high proficiency in explaining business concepts in the Performing Arts Sector.

By the end of the lesson, learners can:

Define at least five key business concepts (planning, management, branding, marketing, copyright, business contracts) and explain how each applies specifically to the Performing Arts sector in Ghana.
Distinguish between effective and ineffective branding and marketing strategies for performing arts products, using examples from Ghanaian music, film, theatre, and dance.
Explain the purpose and key elements of a business contract in a performing arts context, and identify common copyright issues faced by Ghanaian artists.
Generate and verbally pitch a business idea for a performing arts product or service, demonstrating understanding of planning and management principles.
Analyse a Ghanaian performing arts business case study and justify the business decisions made, using appropriate business terminology.

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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: 3.1.4.CS.1 - 3.1.4.CS.1 Demonstrate understanding of knowledge and advanced level skills in event planning, management, business contract and law, media communication, stagecraft, product branding, product life cycle, and marketing techniques in Performing Arts business. 3.1.4.LO.1 Identify and apply the factors and/or elements of the Performing Arts in product planning and management, branding, marketing techniques, business contracts and copyright issues in the Performing Arts Business.
Indicator: 3.1.4.LI.1 - Exhibit high proficiency in explaining business concepts in the Performing Arts Sector.
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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

sub strand name - printed as Performing Arts Business Cycle in Year 3 and as Business Cycle in the Performing Arts in Years 1 and 2 and in the scope and sequence; renamed to the scope form. Printed form: Performing Arts Business Cycle
Curriculum reference: NaCCA curriculum document, p. 126

Exemplars (from the NaCCA curriculum)

Activity-Based Learning:

- Students generate and develop business ideas for the performing arts sector, applying business concepts and principles.
- Students pitch business ideas to a mock investor panel, demonstrating understanding of business concepts and funding strategies.
- Do "Pick and Explain Game" on business concepts in the performing arts sector including:
- Planning and management.
- Copyright issues
- Branding and marketing
- Business contracts

Talk for Learning:

- Students analyse business case studies, sharing insights and perspectives on performing arts business concepts.
- Students engage with industry experts, asking questions and discussing business concepts and their application in the performing arts sector.
- debate topics related to performing arts business, demonstrating understanding and critical thinking.
- Students observe and participate in a discussion on business concepts, exploring their application in the performing arts sector.

Assessment (3.1.4.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:
- Score sheets
- Rubrics
- Projector
- Screen
- Business Ideas
- Flip Charts
- Writing Pads
- Audio-Visual Recording and playback gadgets
- Cell phones
- Laptops with internet connectivity