Media and Techniques · JHS3 Creative Arts And…

Lesson notes

Learning Objectives

Indicator: B9.2.1.3.9 - Experiment and practise by using the techniques of improvisation, creation of harmony/balance and blocking in dance and drama

By the end of the lesson, learners can:

Demonstrate at least four different postures and movement types (walking, running, crouching, swimming, fighting) at various levels (high, medium, low) through guided improvisation exercises.
Identify and label the nine stage positions (Upstage Right, Upstage Left, Upstage Centre, Downstage Right, Downstage Left, Downstage Centre, Centre Stage, and the four body positions: Profile Open, Profile Closed, Full Back, Full Front).
Execute simple blocking directions (move DR, UL, DC, DL, CC) accurately when given verbal cues by the teacher or peers.
Create a short group dance-drama scene that demonstrates stage balance and harmony, using improvisation and blocking techniques learned in the lesson.
Use appropriate language to give supportive peer evaluation and self-evaluation of group performances based on harmony, balance and use of stage space.

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Curriculum details

Strand: Creative Arts (Strand 2)
Sub-strand: Media and Techniques (2.1)
Content standard: B9.2.1.3 - Dance and Drama: Demonstrate understanding and application of media and techniques in Dance and Drama
Indicator: B9.2.1.3.9 - Experiment and practise by using the techniques of improvisation, creation of harmony/balance and blocking in dance and drama
Suggested placement: Term 2, Week 6 (Week 18 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. 80
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

1. Improvise/execute different postures at various levels and perform various movements - walking, running, crouching, swimming, fighting, etc., on the stage or in the performance space. Refer to teachers pack.
2. Perform simple stage movements. Example: move DR, UL, DC, DL, CC.
3. Identify the positions on stage. Example: Profile: open and close, full back, front, and positions:1st, 2nd 3rd, 4th.
4. Create a group artwork in place or in motion with stage balance/harmony in mind and use appropriate language to give supportive and informative peer- and self-evaluation.