Performing Arts Literature · SHS3 Performing Arts

Lesson notes

Learning Objectives

Indicator: 3.1.1.LI.3 - Research DRAMA 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 explain at least five elements involved in cross-cultural drama work, including acting, synopsis, scenery, properties, lighting, sound, costuming, instrumentation, sound effects, and make-up.
Research a selected Ghanaian or West African script or play using guided research steps and present findings on its content, context, and personal connection to it.
Analyse and discuss the variables that led to changes in a selected script or play over time, relating these to personal growth as performers.
Investigate at least three drama-related careers available in Ghana and the West African sub-region and explain the skills required for each.
Apply researched drama literature knowledge to create and rehearse an original short scene, assigning roles and using appropriate drama techniques.

This lesson continues the research sequence from the previous two weeks, where learners researched DANCE literature (Week 1) and MUSIC literature (Week 2). This week focuses on DRAMA literature and its practical application.

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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.3 - Research DRAMA 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 3 (Week 3 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.110 codes this indicator 3.1.1LI.3, with the separator before the type token missing; filed as 3.1.1.LI.3
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. 110

Exemplars (from the NaCCA curriculum)

Collaborative Learning/ Presentation for Learning: Teacher guides Learners to select the SCRIPT/PLAYWRITING of interest for their research. Students work in pairs and/or small groups to: Research knowledge-base of selected SCRIPT/PLAYWRITING using the following steps:

- Research, identify, explain and discuss the elements involved with the cross-cultural drama work-acting, synopsis, scenery, properties, lighting, sound, costuming, instrumentation, sound effects, and make-up; also singing, drumming, dancing, costuming, and sculpture.
- Review the original SCRIPT/PLAYWRITING selected for the research with respect to its content and context and its relationship to personal perspectives.
- Reflect on and analyse the variables that contributed to changes in the SCRIPT/PLAYWRITING and that affect one's personal growth.
- Investigate various SCRIPT/PLAYWRITING-related careers through a variety of research methods and techniques. Select those careers of most interest. Develop and implement a Capstone Project that reflects a possible career choice.
- Project-Based Learning:Create and perform an original play, applying drama techniques like character development, scriptwriting, and stage design.
- Assign roles in a scripted play, encouraging students to work together to rehearse and perform.

Exploratory Learning:

- Provide various drama games and exercises, allowing students to explore and discover different techniques like improvisation, mime, or puppetry.
- Allow students to choose a specific drama technique to master, with tailored guidance and feedback.

Problem-Based Learning:

- Present a scenario or theme, challenging students to create a drama piece addressing the issue.

Flipped Classroom: Deliver drama theory and technique lessons at home through videos, and use class time for practical application and feedback.

Assessment (3.1.1.AS.3). 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