Conceiving and Developing… · SHS3 Performing Arts

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.2 - Plan an artistic Performing Arts product(s) [Dance, Music, Drama or Collaborated] based on emerging global issues

By the end of the lesson, learners can:

Select one emerging global topical issue and justify its suitability for a Performing Arts product (dance, music, drama, or collaboration).
Develop a structured rehearsal plan with clear objectives, success criteria, and a timeline for at least four rehearsal sessions.
Create and maintain a rehearsal logbook that records goals, progress, challenges, and refinements for each session.
Assign specific roles and responsibilities to each group member, ensuring equitable participation and inclusion.
Present their rehearsal plan to the class for feedback and revise it based on critique received.

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: 3.2.1.CS.1 - 3.2.1.CS.1 Demonstrate advanced level skills in pre-production activities (developing and planning) of performing arts artistic product(s) [DANCE, MUSIC, DRAMA or a collaboration] that identify and interrogate emerging global topical issues. Demonstrate advanced level skills and knowledge in executing a planned performing arts artistic product(s); performing /producing/ recording it, and organising post-production activities in [DANCE, MUSIC, DRAMA, or, a collaboration] that identifies and interrogate emerging global issues. 3.2.1.LO.1 Develop a plan to execute a performing arts artistic product [DANCE, MUSIC, DRAMA, or a collaboration] that reflects emerging global topical issues.
Indicator: 3.2.1.LI.2 - Plan an artistic Performing Arts product(s) [Dance, Music, Drama or Collaborated] based on emerging global issues
Suggested placement: Semester 2, Week 6 (Week 26 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. 131

Exemplars (from the NaCCA curriculum)

Whole-class discussion:

- In Groups OR Individually, learners select materials; analyse and interpret; rehearse; evaluate and refine; and fix the creativity/composition/novelty.
- As a whole class, the teacher should lead a discussion around what groups hope to achieve in their rehearsals and what success might look like (objectives and success criteria for rehearsals). This could be recorded in a rehearsal logbook so that learners begin to track systematically what they have done in each rehearsal and their progress. Activity-Based Learning:
- Work as a group to rehearse the planned Performing Arts event. The teacher should move around the room to help groups that require support to fine tune their performance skills. Talk-for-Learning (TfL): Critique each other's performance and role in the rehearsal in order to fine-tune the production. Project-Based learning: Based on your research, select an emerging global topical issue and develop a storyline/concept for composing a dance, music and/or drama pieces.

Assessment (3.2.1.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:
- Stationery
- Camera
- African instruments, etc.
- Time