Conceiving and Developing… · SHS2 Performing Arts

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.1 - Develop and plan the execution of a performing arts artistic product in DANCE, MUSIC, DRAMA, or a collaboration that reflects emerging African topical issues using ICT

By the end of the lesson, learners can:

Define emerging African topical issues and identify at least three issues currently affecting their own community in Ghana.
Research and document one emerging African topical issue using ICT tools (mobile phones, tablets, or computers) and community sources.
Brainstorm and select one emerging African topical issue to serve as the theme for a proposed dance, music, or drama production.
Develop a concept or storyline for the selected theme, including a title, main message, and a description of how the message will be communicated through the chosen art form.
Create a basic production plan that outlines the key elements needed for the artistic product (characters or performers, props or instruments, and ICT resources) within a given timeline.

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: Artistic Practice (Strand 2)
Sub-strand: Conceiving and Developing New Artistic Ideas and Works (2.1)
Content standard: 2.2.1.CS.1 - 2.2.1.CS.1 Demonstrate accomplished level skills in pre-production activities (developing and planning) of performing arts artistic product in DANCE, MUSIC, DRAMA, or a collaboration that reflects emerging African topical issues using ICT. Learning Outcomes 2.2.1.LO.1 Develop a plan to execute a performing arts artistic product(s) [DANCE, MUSIC, DRAMA, or a collaboration] that reflects emerging African topical issues using ICT.
Indicator: 2.2.1.LI.1 - Develop and plan the execution of a performing arts artistic product in DANCE, MUSIC, DRAMA, or a collaboration that reflects emerging African topical issues using ICT
Suggested placement: Semester 2, Week 4 (Week 24 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 Developing Artistic Ideas and Works in this year and as Conceiving and Developing New Artistic Ideas and Works in the scope and sequence and in Year 3; renamed to the scope form. Printed form: Developing Artistic Ideas and Works
Curriculum reference: NaCCA curriculum document, p. 89

Exemplars (from the NaCCA curriculum)

Experiential Learning: In groups learners:

- undertake community visits to gain first-hand information on African topical issues and ways of planning an artistic product production.
- work together by brainstorming the meaning of African topical issues found in the community
- write their responses in their jotters
- research traditional ways of producing/performing artistic product(s) in Ghana and discuss the knowledge and customs they know from their own backgrounds and that of their friends and family.

Initiating Talk for Learning (TfL): In groups, brainstorm:

- on African topical issues and ideas for event planning.

Group-Based Learning: In groups, brainstorm to decide on one emerging African topical issue researched into earlier.

Activity-Based Learning: Develop a performing arts concept or storyline for dance, music and/or drama.

Assessment (2.2.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Writing stationery
- Means of transport
- IT playing and recording gadgets
- Synopsis, Characters, Acting, Props, Musical Instruments, Choreography,
- Manuscripts sheets, music software-Finale and Sibelius
- Drama production software - Scriptwriter and Adobe Photoshop