Business Cycle in the… · SHS3 Performing Arts

Lesson notes

Learning Objectives

Indicator: 3.1.4.LI.2 - Apply knowledge of performing arts business concepts to develop a business plan to solicit funding for a Performing Arts project.

By the end of the lesson, learners can:

Identify the key sections of a performing arts business plan (executive summary, project description, market analysis, marketing strategy, financial plan, and funding request) and explain the purpose of each section.
Analyse two successful Ghanaian performing arts projects to identify the business strategies and funding models that contributed to their success.
Develop a complete business plan for an original performing arts project of their choice, including a budget, funding request, and marketing strategy.
Present their business plan proposal orally to the class for peer review, using persuasive language and justifying their funding request.
Demonstrate financial probity and accountability by producing a realistic budget with accurate cost estimates and clear justifications for all expenses.

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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.2 - Apply knowledge of performing arts business concepts to develop a business plan to solicit funding for a Performing Arts project.
Suggested placement: Semester 2, Week 2 (Week 22 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)

Exploratory Learning:

- Learners research and explore different funding options, creating pitches and proposals for their performing arts projects.
- Learners analyze successful performing arts projects, identifying business strategies and funding models.

Group Work / Collaborative Learning:

- Brainstorm to identify the business opportunity in the Performing Arts on which to write the proposal.
- Learners develop a business plan for a performing arts project, sharing responsibilities and expertise.
- Students interview professionals in the performing arts industry, gaining insights into business concepts and funding strategies.

Project-Based Learning:

- Write and refine the proposal.
- Do class presentations on the proposals for peer review.

Assessment (3.1.4.AS.2). 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