Displaying and Sharing · B4 Creative Arts

Lesson notes

Learning Objectives

Indicator: B4.2.3.4.2 - Plan a performance of compositions to share creative experiences based on own ideas, knowledge and understanding of performing artworks that reflect the natural and manmade environments of some communities in Ghana

By the end of the lesson, learners can:

identify at least three performing artworks (music, dance, drama, or poetry) that reflect the natural or manmade environments of communities in Ghana, giving one reason why each reflects that environment.
brainstorm and agree on a theme for a performance, recording the chosen theme and two supporting ideas.
develop a performance roadmap that includes a fixed date, a selected venue, and a list of target audience members.
design a simple invitation (manual or electronic) for the planned performance and state one appropriate invitation channel for each audience group.
arrange a sequence of events for the performance, showing the order of items and the placement of key facilities (performance zone, entry, exit, changing area).

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Curriculum details

Strand: Performing Arts (Strand 2)
Sub-strand: Displaying and Sharing (2.3)
Content standard: B4.2.3.4 - Demonstrate understanding of how to plan a display/presentation of a portfolio of own artworks by identifying, and preparing a venue, selecting and grouping of artworks and inviting target audience for the planned display/performance
Indicator: B4.2.3.4.2 - Plan a performance of compositions to share creative experiences based on own ideas, knowledge and understanding of performing artworks that reflect the natural and manmade environments of some communities in Ghana
Suggested placement: Term 2, Week 10 (Week 22 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: Creative Arts Curriculum (Basic 4-6), 2019, p. 46
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

Learners are to:
- watch a short video or live performances (preferably during the circuit, district or regional cultural festival of the cultural education unit of the Ghana Education Service) that reflect the natural and manmade environments of some communities in Ghana;
- discuss the need for performing compositions of own music, dance, drama, poetry, etc.;
- develop a roadmap for the performances by fixing a date, selecting venue and inviting audience
- brainstorm to agree on a theme for the performance;
- send manual and/or electronic invitations (e.g. letters, postcards, WhatsApp, E-mail, Twitter, Instagram, Facebook, announcements, posters, jingles) to target audience, for example parents, PTA/SMC members, stakeholders, colleague learners;
- select compositions by considering creativity and originality, lyrics, movement patterns, dynamics and relevance of the message to the theme, social and cultural importance;
- decide on mode and arrangement of performances (e.g. monologue/solo/group, costumes, props);
- Plan the sequence of events, stage/site plan, identifying the positions of all facilities (e.g. PA system, lightings, performance zone, entry, exit, changing and makeup rooms/corners), characters, directors, stage managers, audience, health and security personnel;
- clean and prepare the venue and its environment and make it ready for the performance;
- plan for post-performance activities such as cleaning, appreciation, evaluation, reporting, etc.