LessonnotesGH

SHS2 Performing Arts · Semester 2, Week 12

Critically Responding to One's Own and Others' Creative Works

Lesson notes

Learning Objectives

Indicator: 2.3.1.LI.2 - Identify and analyse the artistic expressions of Performing Arts product(s).

By the end of the lesson, learners can:

  1. Identify at least three artistic expressions (such as movement, gesture, vocal colour, rhythm, costume, or symbolic staging) in a recorded Performing Arts product and name the specific moment where each appears.
  2. Analyse how artistic expressions work together to convey the overall meaning and emotion of a whole performance, using evidence from the recording.
  3. Explain how the artistic expressions connect to the emerging African topical issue the piece addresses (for example, climate change, gender equality, or youth unemployment).
  4. Write a short appraisal of a whole performance that comments on the artistic expressions, the mood or genre, and whether the piece successfully conveyed its intended message.
  5. Present an appraisal to a partner or small group and respectfully respond to a different point of view about the same performance.

This lesson builds directly on Week 11, where learners identified and evaluated the elements of production (lighting, sound, costume, set, and staging). This week moves from the separate elements to the artistic expressions of the whole piece and how those expressions communicate meaning. The deeper evaluation of aesthetic qualities is scheduled for Week 13, so this lesson stops at identifying and analysing artistic expression without judging overall beauty or artistic merit in depth.

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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.2 - Identify and analyse the artistic expressions of Performing Arts product(s).
Suggested placement
Semester 2, Week 12 (Week 32 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 - printed p.98 codes this indicator 2.1.2.1LI2 - a wrong sub-strand, a spurious fourth segment and both separators missing. Its assessment prints 2.1.3.1.AS.2. Filed as 2.3.1.LI.2 / 2.3.1.AS.2 to match the section, whose front page prints 2.3.1.LO.1 and whose table prints 2.3.1.CS.1 and 2.3.1.LI.1
Curriculum reference
NaCCA curriculum document, p. 98

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 realise artistic ideas and work through interpretation, sharing, and class presentation to: Select, analyse and interpret artistic work for class presentation. Develop and refine artistic techniques and work for improving artistic product(s). Convey meaning through the presentation of artistic work.
- MUSIC: Analyse aurally and/or by reading the scores of musical 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 (2.3.1.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:
- 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
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