Critically Responding to… · SHS1 Performing Arts

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.2 - Identify and analyse the artistic expressions of Performing Arts artistic product(s).

By the end of the lesson, learners can:

Identify at least three artistic expressions (such as movement quality, vocal dynamics, facial expression, gesture, rhythm, or dramatic tension) in a recorded Performing Arts performance and name them accurately.
Analyse how these artistic expressions work together to convey the overall emotion and mood of a whole performance piece.
Use prompt questions and a writing frame to produce a short individual appraisal of a whole performance, not just isolated parts.
Discuss and compare their appraisals with a partner, respectfully acknowledging divergent views about what artistic expressions mean in a performance.
Relate the artistic expressions analysed to specific Ghanaian indigenous knowledge systems, such as the storytelling techniques in Ananse drama, the polyrhythms of traditional drum ensembles, or the symbolic gestures in ceremonial dances.

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Curriculum details

Strand: Analysis and Interpretation (Strand 3)
Sub-strand: Critically Responding to One's Own and Others' Creative Works (3.1)
Content standard: 1.3.1.CS.1 - 1.3.1.CS.1 Demonstrate approaching proficiency level skills in interpreting and understanding own and others' performing arts artistic product(s) in [DANCE, MUSIC, DRAMA or, a collaboration] based on Ghanaian indigenous knowledge systems. Learning Outcomes 1.3.1.LO.1 Apply skills and knowledge in examining and appraising own and others' artistic product(s) in [DANCE, MUSIC, DRAMA or, a collaboration] that identify and interrogate indigenous knowledge systems.
Indicator: 1.3.1.LI.2 - Identify and analyse the artistic expressions of Performing Arts artistic product(s).
Suggested placement: Semester 2, Week 14 (Week 34 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. 58

Exemplars (from the NaCCA curriculum)

Talk-for-Learning: Through a group session, discuss the key findings made on the artistic expressions on the artistic product(s)

- DANCE & DRAMA: Learners realize artistic ideas and work through interpretation, sharing, and class presentation to:
- i. Select, analyse and interpret artistic work for class presentation.
- ii. Develop and refine artistic techniques and work for improving artistic product(s).
- iii. Convey meaning through the presentation of artistic work.
- MUSIC: Analyse aurally and/or by reading the scores of music works the elements of music (including form), compositional techniques, and procedures, relating them to aesthetic effectiveness, style, mood, and context; and explain how the analysis provides models for personal growth as composer, performer, and/or listener.

Exploratory Research:

- Watch online videos or recordings of your own and others' performing arts events and through think-pair-share evaluate the overall performance.
- The teacher can guide learners to practice evaluating the performance as a whole piece by asking questions in discussion such as:
- a) What emotion was the whole piece trying to convey and do you think it was successful?
- b) What genre / mood was the piece? Where did you see examples of this?
- c) Are there components of the piece that stand out for you (because they work or don't work)?

Inquiry-based Learning: Building upon analysis of performance components from the previous week:

- the teacher can show a recording of others' Performing Arts artistic product(s) and invite learners to individually do an analysis of the artistic expressions used. They can use their resources from the previous week to help shape their individual appraisals and the teacher can again provide templates / writing frames / prompt questions to support students to evaluate the whole performance and not just parts. The appraisals this week should focus on the whole performance and its artistic expression.

Assessment (1.3.1.AS.2). 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:
- 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