Displaying and Sharing · B5 Creative Arts

Lesson notes

Learning Objectives

Indicator: B5.2.3.4.2 - Plan a display of own portfolio of performing artworks to educate and share creative experiences of artworks that reflect the physical and social environments of some communities of Africa

By the end of the lesson, learners can:

Brainstorm and agree on a theme for a performing arts display that reflects the physical and social environments of African communities.
Select two or three own performing artworks (music, dance, drama, or poetry) for the display, justifying each choice using criteria such as creativity, relevance to the theme, and social or cultural importance.
Draft a step-by-step roadmap showing the date, venue, target audience, and sequence of activities for the planned display.
Prepare manual or electronic invitations (letter, poster, or WhatsApp message) addressed to a chosen target audience for the display.
Work collaboratively in groups to develop a stage or site plan showing key positions such as the performance zone, entry, exit, changing corner, and PA system.

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Curriculum details

Strand: Performing Arts (Strand 2)
Sub-strand: Displaying and Sharing (2.3)
Content standard: B5.2.3.4 - 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: B5.2.3.4.2 - Plan a display of own portfolio of performing artworks to educate and share creative experiences of artworks that reflect the physical and social environments of some communities of Africa
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. 82
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 physical and social environment of Africa;
- discuss the need for performing compositions of own music, dance, drama, poetry etc.;
- develop a roadmap for the performances by:
- fixing a date
- selecting a venue
- inviting an audience
- brainstorm to agree on a theme for the performance (e.g. Our Continent Africa);
- 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 factors such as 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, etc.;
- getting ready: 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.