Connecting Artworks with… · SHS1 Performing Arts

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.2

By the end of the lesson, learners can:

Explain the difference between a life experience and a new perspective or realisation arising from an artwork.
Analyse how their own life experiences connect to the themes and ideas in an artistic product (dance, music, or drama).
Communicate, both orally and in writing, how a peer’s artistic product connects to their own life experiences.
Describe at least one new perspective or realisation they have gained from viewing, listening to, or performing an artwork.
Present a short reflective piece that links a personal life experience to a new understanding gained through an artistic product.

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Curriculum details

Strand: Analysis and Interpretation (Strand 3)
Sub-strand: Connecting Artworks with Life Experiences (3.2)
Content standard: 1.3.2.CS.1 - 1.3.2.CS.1 Demonstrate approaching proficiency level skills in communicating and connecting own and others' artistic product(s) [DANCE, MUSIC, DRAMA, or a collaboration] to life experiences to explore new perspectives and new realisations. 1.3.2.LO.1 Apply skills in communicating and connecting own and others' artistic product(s) [DANCE, MUSIC, DRAMA, or a collaboration] to life experiences to explore new perspectives and new realisations.
Indicator: 1.3.2.LI.2 - Communicate and connect one's own and others' life experiences to new perspectives and new realisations.
Suggested placement: Semester 2, Week 18 (Week 38 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. 64

Exemplars (from the NaCCA curriculum)

Talk-for-Learning:

- Through a teacher-led discussion, brainstorm on the connection between various life experiences and various ideas in the artistic product(s). s.
- Teacher encourages Learners to describe various life experiences and activities involved (culturally, historically, musically, dramatically, artistically, etc.) and connect with their personal interests, experiences, ideas, and knowledge.
- Learners demonstrate a correlation between DANCE, MUSIC, and DRAMA, and possibly, VISUAL ARTS:
- a) cross-curricula knowledge in say Maths skills through the songs, acts, etc., pertaining to numbers, days of the week, and seasons and months of the year;
- b) about nature, weather, and the seasons.
- c) history and geography
- d) rite-de-passage
- e) festivals when relating to the community.
- f) language arts skills when expressing themselves through L and L mediums, etc. 1 2

Project-Based Learning: Individually write down how your life experiences, ideas, and perspectives realized connect to everyday life.

Assessment (1.3.2.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
- Writing pads
- IT playing and recording gadgets e.g., mobile phone, cameras, etc.
- Assessment tools - [DANCE, MUSIC, and DRAMA, or a collaboration]
- Music manuscript sheets, notation software - Finale and Sibelius
- Music programming software - 5 DAW (audio formats)
- Video editing software - Wondershare Filmora 9.
- Drama production software - Scriptwriter and Adobe Photoshop