Conceiving and Developing… · SHS3 Performing Arts

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.1 - Research, identify, and interrogate emerging global topical issues that affect the production/presentation of artistic product(s) planning and execution.

By the end of the lesson, learners can:

Define “emerging global topical issues” and give at least five current examples relevant to Ghana and the world.
Conduct a community visit or structured interview to gather first-hand information on at least three emerging global topical issues affecting their community.
Interrogate (question, analyse, and evaluate) selected global issues to determine their suitability for a Performing Arts production, using a set of agreed criteria.
Work collaboratively in groups to brainstorm, shortlist, and justify one emerging global topical issue for planning a Dance, Music, Drama, or collaborative event.
Document their research findings and group decisions in their jotters, using appropriate Performing Arts vocabulary.

Note: Scope of Lesson. This lesson covers research, identification, and interrogation of issues. The actual event planning in Week 6 (Indicator 3.2.1.LI.2) will build directly on the issue each group selects today. Do not begin writing the full event plan in this lesson.

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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.1 - Research, identify, and interrogate emerging global topical issues that affect the production/presentation of artistic product(s) planning and execution.
Suggested placement: Semester 2, Week 5 (Week 25 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. 130

Exemplars (from the NaCCA curriculum)

Experiential Learning: In groups learners:

- undertake community visits to gain first-hand information on emerging global topical issues and ways of planning an artistic product(s) production.
- work together by brainstorming the meaning of emerging global 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 emerging global topical issues ideas for event planning.
- to identify the emerging global topical issues suitable for planning Performing Arts events.

Project Based Learning (PBL): Guide learners to discuss and design plans for a Performing Arts artistic product(s) event which takes into account their research and discussion on emerging global topical issues and customs. Experiential Learning: Undertake community visits to gain first-hand information on emerging global topical issues and ways of planning an artistic product(s) production.

Group-Based Learning: In groups, brainstorm to identify the emerging global topical issues suitable for planning Performing Arts events.

Initiating Talk for Learning (TfL): Discuss to agree on the specific emerging global topical issues ideas for event planning.

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