JHS2 Creative Arts And Design · Term 2, Week 4
Media and Techniques
Lesson notes
Learning Objectives
Indicator: B8.2.1.2.7 - Internalise and identify aurally basic architectural designs in art, pop and indigenous musical works (e.g., AB, ABA, AA, AABA, ABAB and ABC).
By the end of the lesson, learners can:
- Identify by listening whether a musical work is in binary (AB), ternary (ABA), or through-composed form, using letters to label sections.
- Distinguish the section structure of common pop song forms, including verse-chorus, verse-bridge, and verse-chorus-bridge patterns.
- Recognise repeated and contrasting sections in indigenous Ghanaian musical works, such as drumming pieces or folk songs.
- Use letters (A, B, C) to map the form of a familiar song heard in class and explain the pattern in their own words.
- Respond non-verbally (through clapping, raising hands, or gestures) to signal when a new musical section begins.
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Sign in with phone numberCurriculum details
- Strand
- Creative Arts (Strand 2)
- Sub-strand
- Media and Techniques (2.1)
- Content standard
- B8.2.1.2 - Performing Arts - Music: Demonstrate understanding and apply tempo, dynamics and simple forms in music
- Indicator
- B8.2.1.2.7 - Internalise and identify aurally basic architectural designs in art, pop and indigenous musical works (e.g., AB, ABA, AA, AABA, ABAB and ABC).
- Suggested placement
-
Term 2, Week 4
(Week 16 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 and Design, Common Core Programme (JHS1-JHS3), 2023, p. 50
Transcribed from the official NaCCA publication. Check this page against the source.
Exemplars (from the NaCCA curriculum)
1. Listen and tell if the form of an art musical work is binary, ternary or through composed or free fantasia. 2. Listen and tell if the form of a pop musical work is ballad, verse-bridge song, verse-chorus song or verse-chorus-bridge.