Performing Arts Literature · SHS3 Performing Arts

Lesson notes

Learning Objectives

Indicator: 3.1.1.LI.2 - Research MUSIC performing arts literature in Ghana and the West African Sub-Region and apply it to techniques and performances in its artistic product(s)

By the end of the lesson, learners can:

Identify and describe the structural elements of a selected Ghanaian or West African music artistic product, including key signature, time signature, tempo, dynamics, rhythmic and melodic phrasing, harmonic and cadential progressions, and medium of performance.
Analyse a musical work by listening to audio, watching video, or reading a score, and explain how its form and compositional techniques contribute to its aesthetic effectiveness in terms of style, mood, and context.
Explain how a composition is suited to a particular audience or performance context, and describe how that understanding shapes their own future composition or performance choices.
Demonstrate, through oral or written presentation, insights gained from the research process and how collaboration with peers enhanced their understanding of the music.
Apply conventions and knowledge from music and at least one other art form to develop a short cross-cultural collaborative musical product.

This lesson builds on Week 1 (DANCE literature research) and prepares learners for Week 3 (DRAMA literature research). The research process and presentation skills developed here will transfer to those later activities.

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Curriculum details

Strand: Foundations in Artistic Knowledge and Processes (Strand 1)
Sub-strand: Performing Arts Literature (1.1)
Content standard: 3.1.1.CS.1 - 3.1.1.CS.1 Demonstrate advanced skills in understanding knowledge in the performing arts [DANCE, MUSIC, and DRAMA] literature related to Ghana and the West African sub-region. 3.1.1.LO.1 Communicate effectively about the evolution and development of performing arts [DANCE, MUSIC, and DRAMA] in Ghana and the West-African sub-region.
Indicator: 3.1.1.LI.2 - Research MUSIC performing arts literature in Ghana and the West African Sub-Region and apply it to techniques and performances in its artistic product(s)
Suggested placement: Semester 1, Week 2 (Week 2 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:

content standard text - printed p.106 heads this sub-strand "1. RUDIMENTS IN PERFORMING ARTS", the Year 1 and Year 2 name. The scope and sequence on printed p.22 gives Rudiments no Year 3 row at all and gives Year 3 strand 1 sub-strand 1 as Performing Arts Literature, which is what all three indicators are about. Heading transcribed as printed
exemplars - printed p.109 codes this indicator 3.1.1LI.2, with the separator before the type token missing; filed as 3.1.1.LI.2
sub strand name - printed p.106 heads this sub-strand "1. RUDIMENTS IN PERFORMING ARTS", which is the Year 1 and Year 2 name. The scope and sequence gives Year 3 strand 1 sub-strand 1 as Performing Arts Literature, and all three of its indicators read "Research DANCE / MUSIC / DRAMA performing arts literature in Ghana and the West African Sub-Region". Renamed to the scope form. Printed form: Rudiments in Performing Arts
Curriculum reference: NaCCA curriculum document, p. 109

Exemplars (from the NaCCA curriculum)

Collaborative Learning/ Presentation for Learning: Teacher guides Learners to select MUSIC artistic product(s) of interest for their research, viz., traditional music, African art (Classical) music, popular music, solo musical art-works, opera, etc. Students work in pairs and/or small groups to:

- Research knowledge-base of selected MUSIC artistic product(s) using the following steps:
- Research and explain the structural elements of the artistic product-key signature, time signature, tempo, dynamics, rhythmic and melodic phrases organisation, harmonic and cadential progressions used in a composition, and the medium used for an audience
- Listen and watch videos, and then analyse aurally and/or by reading the scores of musical works the elements of music including form, compositional techniques and procedures; relating them to aesthetic effectiveness-style, mood, and context; and explain how the analysis provides models for personal growth as composer, performer, and/or listener.
- Listen and watch videos of artistic product(s) and identify how compositions are appropriate for an audience or context, and how this will shape future compositions
- Integrate conventions and knowledge from different art forms and other disciplines to develop a cross-cultural collaborative performing arts artistic product(s).
- Discuss orally and/or in writing the insights relating to knowledge gained through the research process, the synergy of collaboration, and the transfer of learning from this project to other learning situations.

Exploratory Learning:

- Provide various materials, viz., scores, CDs, electronic video files [MP4 &MP5], and audio electronic files [MP3], allowing students to experiment and discover their preferred artistic product(s).
- Allow students to choose their artistic product(s) and learning pace, with tailored feedback and guidance.

Collaborative Learning:

- Create a music ensemble with peers, choose a song to perform, and document the process.
- Pair students to learn and practice a duet, promoting peer feedback and support. Flipped Classroom: Learn and practice MUSIC artistic product(s) at home (e.g., watching videos, practicing steps). In-class activities:
- Review and refine techniques
- Apply techniques to compose new pieces
- Receive feedback and guidance from the teacher

Assessment (3.1.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Musical Scores , Play Directing Notes, Dance Choreography Sketches, CDs, electronic video files [MP4 &MP5], and audio electronic files [MP3], etc.
- Rubrics
- Writing pads
- Projector
- Screen
- Cell phones
- IT playing and recording gadgets e.g., mobile phone, cameras, etc.
- Assessment tools - [DANCE, MUSIC, and DRAMA, or a collaboration]
- Music manuscript sheets, notation software - Finale and Sibelius
- Music programming software - 5 DAW (audio formats)
- Video editing software - Wondershare Filmora 9.
- Drama production software - Scriptwriter and Adobe Photoshop