Displaying and Sharing · B6 Creative Arts

Lesson notes

Learning Objectives

Indicator: B6.2.3.4.1

By the end of the lesson, learners can:

identify and discuss the techniques and styles of at least three international performing artists previously studied in class.
brainstorm and agree on a theme for a display of their own performing artworks.
develop a roadmap for the display by fixing a date, selecting a venue, and planning how to invite a target audience.
select and group their own performing compositions for the display based on criteria such as creativity, originality, message relevance, and cultural importance.
draft a simple invitation (manual or electronic) addressed to a chosen target audience for the planned display.

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Curriculum details

Strand: Performing Arts (Strand 2)
Sub-strand: Displaying and Sharing (2.3)
Content standard: B6.2.3.4 - 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: B6.2.3.4.1 - Plan a display of own performing artworks to share creative experiences of the techniques and styles of some international performing artists studied
Suggested placement: Term 2, Week 9 (Week 21 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:

indicator text - p.114: printed p.115 prints this indicator again, word for word, with the same exemplars and the same competencies, but codes it B6 2.3.4.2 - which printed p.116 also uses for a different indicator ("...share experiences that reflect own knowledge and understanding of the physical and social environments of some communities in the world"). p.115 is read as a duplicate printing with a wrong code and is not given a row; the three distinct indicators of B6 2.3.4 are transcribed from printed pp 114, 116 and 117 as .1, .2 and .3
Curriculum reference: Creative Arts Curriculum (Basic 4-6), 2019, p. 114
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 emerging topical issues 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 a venue
- inviting an 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 e.g. 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, appraisal, evaluation and reporting.