Refining and Completing… · SHS1 Performing Arts

Lesson notes

Learning Objectives

Indicator: 1.2.2.LI.2 - Perform/produce/present the planned performing arts artistic product(s)

By the end of the lesson, learners can:

Execute the planned performing arts product (dance, music, drama, or collaboration) before an audience, incorporating all artistic elements rehearsed in Week 8.
Apply directing skills by giving and following clear cues, stage directions, and performance signals during the live presentation.
Demonstrate effective audience engagement techniques that foster connection between performers and viewers.
Explain the roles of production committees (box office, publicity, front-of-house, and technical) and execute assigned duties during the presentation.
Evaluate their own group’s performance using a simple rubric, identifying at least two strengths and two areas for improvement for post-production work in Week 10.

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Curriculum details

Strand: Artistic Practice (Strand 2)
Sub-strand: Refining and Completing Artistic Works for Presentation (2.2)
Content standard: 1.2.2.CS.1 - 1.2.2.CS.1 Demonstrate approaching proficiency level skills and knowledge in executing a planned performing arts artistic product(s); performing /producing/ recording it, and organising post-production activities [DANCE, MUSIC, DRAMA, or, a collaboration] that identify and interrogate indigenous knowledge systems. Learning Outcomes 1.2.2.LO.1 Apply skills and knowledge in production activities, executing a planned performing arts artistic product(s) [DANCE, MUSIC, DRAMA or, a collaboration] that identify and interrogate Indigenous knowledge systems.
Indicator: 1.2.2.LI.2 - Perform/produce/present the planned performing arts artistic product(s)
Suggested placement: Semester 2, Week 9 (Week 29 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: NaCCA curriculum document, p. 53

Exemplars (from the NaCCA curriculum)

Activity-Based Learning:

- Work together as a group to perform the planned Performing Arts artistic product .
- Collaborate with other artists or companies to co-produce the event
- Execute the planned performance, incorporating all artistic elements (e.g., music, dance, drama)
- Engage with the audience and foster a connection with the performers Activity-Based Learning:
- Write notes on directing the performance of the artistic product(s)
- Learners should constitute Committees to explore venue, prepare and set up the Box Office, prepare invitation letters, programme, brochure, poster, hand bills, etc.

Assessment (1.2.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Attendance book
- Costumes
- Makeup kits
- Props
- Performance space
- Stationery
- Music manuscripts 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
- DANCE: Dance floors and mirrors, Sound systems and speakers, Lighting equipment (e.g. spotlights, strobes), Costume and prop materials, Video cameras, and editing software (for dance films and choreography)
- DRAMA: Projection equipment (e.g. projectors, screens), Cameras (for documentation and promotion), Stage lighting and lighting boards, Sound systems and speakers, Microphones, and headsets, Costumes and props, Set design materials (e.g. fabric, wood, paint), Special effects (e.g. fog machines, pyrotechnics).
- MUSIC: Instruments (African and Western), Microphones, Soundboards and mixers, Speakers and amplifiers