Refining and Completing… · SHS2 Performing Arts

Lesson notes

Learning Objectives

Indicator: 2.2.2.LI.1 - Rehearse, produce/present/perform, and fix the performing arts artistic product(s) [DANCE, MUSIC, DRAMA, or a collaboration] developed that reflects emerging African topical issues using ICT.

By the end of the lesson, learners can:

state at least three rehearsal objectives and success criteria for their group’s performing arts product and record these in a rehearsal logbook.
rehearse their group’s chosen performing arts piece (dance, music, drama, or a collaboration) in at least two full run-throughs, applying constructive feedback from peers and the teacher to fix identified problem areas.
critique a peer’s performance using specific, respectful language that references the structure and elements of the chosen art form, identifying at least one strength and one area for improvement.
produce visual documentation (poster, chart, or PowerPoint slide) of their creative product that shows the title, the emerging African topical issue addressed, and the performance details, using available ICT tools.
complete a final rehearsal performance that demonstrates improved timing, coordination, and expression compared to the first run-through, as assessed by the teacher against the agreed success criteria.

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Curriculum details

Strand: Artistic Practice (Strand 2)
Sub-strand: Refining and Completing Artistic Works for Presentation (2.2)
Content standard: 2.2.2.CS.1 - 2.2.2.CS.1 Demonstrate accomplished level skills in producing, presenting, recording, and undertaking post-production activities of performing arts artistic product(s) [DANCE, MUSIC, DRAMA, or a collaboration] that reflects emerging topical African issues using ICT. Learning Outcomes 2.2.2.LO.1 Refining, producing, or/and executing a performing arts artistic product(s) [DANCE, MUSIC, DRAMA, or a collaboration] that reflects emerging African topical issues using ICT.
Indicator: 2.2.2.LI.1 - Rehearse, produce/present/perform, and fix the performing arts artistic product(s) [DANCE, MUSIC, DRAMA, or a collaboration] developed that reflects emerging African topical issues using ICT
Suggested placement: Semester 2, Week 8 (Week 28 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. 93

Exemplars (from the NaCCA curriculum)

Whole-class discussion:

- In Groups OR Individually, learners select materials; analyse and interpret; rehearse; evaluate and refine; and fix the creativity/composition/novelty.
- As a whole class, the teacher should lead a discussion around what groups hope to achieve in their rehearsals and what success might look like (objectives and success criteria for rehearsals). This could be recorded in a rehearsal logbook so that learners begin to track systematically what they have done in each rehearsal and their progress.

Activity-Based Learning:

- Work as a group to rehearse the planned Performing Arts event. The teacher should move around the room to help groups that require support to fine tune their performance skills.

Talk-for-Learning (TfL):

- Critique each other's performance and role in the rehearsal in order to fine-tune the production.
- In small groups, identify the repertoire/genres of artworks developed or created based on emerging African topical issues.

Collaborative Learning:

- Discuss the structure, context and enumerate all the elements for each of the aspects of the performing arts in relation to the cultural belief systems.

Digital Learning

- Create visual documentation of the performing arts creative product(s) (e.g., poster, charts, PowerPoint) for class presentation.
- Refine the created creative product(s) (if necessary).

Assessment (2.2.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Attendance book
- Costumes
- Make-up kits
- Props
- Stationery
- 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
- Electronic devices e.g., mobile phone, cameras, etc.
- Sound and light effects, etc.
- 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