Critically Responding to… · SHS2 Performing Arts

Lesson notes

Learning Objectives

Indicator: 2.3.1.LI.1 - Identify and evaluate the elements of production/presenting/performing of the artistic product(s).

By the end of the lesson, learners can:

Identify at least six key elements of production (play or score, performance/showmanship, sound and light effects, set design, audience participation, and relevance of the content) from a recorded Performing Arts product.
Critique each element of a recorded production using the success criteria developed in class, stating at least one strength and one area for improvement for each element.
Write a structured appraisal report on a recorded artistic product, using sentence starters and prompt questions to guide the evaluation.
Present their appraisal orally to the class, demonstrating confidence, tolerance of divergent views, and respect for the opinions of others.
Apply the same critical framework to reflect on a past peer performance they have witnessed, identifying its production elements without stereotyping gender roles.

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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: 2.3.1.CS.1 - 2.3.1.CS.1 Demonstrate accomplished level skills in interpreting and understanding own and others' performing arts artistic product(s) [DANCE, MUSIC, DRAMA, or a collaboration] based on emerging African topical issues that used ICT. 2.3.1.LO.1 Examine and appraise own and others' artistic product(s) [DANCE, MUSIC, DRAMA, or a collaboration] that used ICT.
Indicator: 2.3.1.LI.1 - Identify and evaluate the elements of production/presenting/performing of the artistic product(s).
Suggested placement: Semester 2, Week 11 (Week 31 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:

exemplars - the assessment of this row prints as 2.1.3.1.AS.1 on printed p.98 - a wrong sub-strand and a spurious fourth segment. Filed as 2.3.1.AS.1
Curriculum reference: NaCCA curriculum document, p. 98

Exemplars (from the NaCCA curriculum)

Exploratory Learning: Learners watch videos or presentations of various Performing Arts artistic product(s) to:

- Identify and write down the key elements of the production.
- Critique each element of the production and suggest ways of improvement.
- In doing so, consider the following:
- The play or score performed and its relevance.
- Understand why you want to organise an event.
- Performance or showmanship (believability).
- Use of sound and light effects.
- The set design and its impact on the performance.
- Audience participation and reactions.

Project-Based learning: Guide Learners to:

- develop "success criteria" for appraisal of an artistic product(s)performance.
- Write down a report based on their discussions of video or presentation watched.
- Write a report based on their discussions on the features of their peers' performances in the past. For most learners, a prompt sheet of features to discuss will be all that is needed to remind them of features to draw upon - e.g., staging, lighting, and blocking, etc.
- For learners who need support in structuring their thoughts, a template could be made which they fill in with prompt questions or sentence starters.

Talk for Learning: Using interactive questioning technique, learners discuss post-production activities while exhibiting values of confidence, courage, tolerance, avoid stereotyping and biases about gender roles.

Assessment (2.3.1.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:
- 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
- Rubrics