Planning, Making and Composing · B2 Creative Arts

Lesson notes

Learning Objectives

Indicator: B2.2.2.3.3 - Create performing artworks to express own views, knowledge and understanding of topical issues in other Ghanaian communities

By the end of the lesson, learners can:

Identify and discuss at least two topical issues currently affecting communities in other parts of Ghana, such as illegal mining (galamsey), deforestation, flooding, or poor road conditions.
Select one topical issue and express their own views about it through a short drama, song, dance, poem, or story.
Create a simple performing artwork using at least two available instruments or body sounds (clapping, stamping, drumming) that supports the message of their chosen issue.
Perform their created artwork to the class, using voice, gestures, and movements to communicate the message clearly.
Give and receive simple feedback on how well the message of the performance was communicated.

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Curriculum details

Strand: Performing Arts (Strand 2)
Sub-strand: Planning, Making and Composing (2.2)
Content standard: B2.2.2.3 - Demonstrate understanding of how to create expressive artworks based on own ideas by applying knowledge of media and methods of production to reflect other cultures in Africa as well as the visual artists, their culture, the environment and emerging topical issues
Indicator: B2.2.2.3.3 - Create performing artworks to express own views, knowledge and understanding of topical issues in other Ghanaian communities
Suggested placement: Term 2, Week 7 (Week 19 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 Curriculum (Basic 1-3), 2019, p. 46
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

Learners are to:
- select ideas from topical issues in Ghana to create own music, dance, drama, story or poem;
- perform own music, dance and drama that reflect topical issues of concern in other parts of Ghana.
Suggested Process/Steps
- select and use suitable and appropriate instruments, elements, resources, equipment available (e.g. drums, flutes, bells, shakers, rasp, xylophones, finger piano, rattles, clappers, castanets, horn, whistles);
- select and use suitable and appropriate manual/mechanical/electronic production methods/techniques (e.g. voice, gestures, movements, language, improvisation, imitation, adaptation and guided writing skills to communicate feelings, melody, rhythmic and dramatization);
- select/create props, scenery, and costumes for different styles and performances which support and enhance the intent of a production;
- demonstrate basic knowledge and skills in the use and application of the elements and principles of design, instruments, methods and techniques freely in creative and expressive ways to produce own music, dance and drama.
Note to the teacher: produce own music, dance and drama by arranging, composing, performing, reciting, dialoguing, dancing, singing, acting, conducting, imitating, drumming, role-playing, etc.