Refining and Completing… · SHS3 Performing Arts

Lesson notes

Learning Objectives

Indicator: 3.2.2.LI.1 Conducts research to inform and refine artistic work, demonstrating strategic and extended critical thinking.

By the end of the lesson, learners can:

Conduct targeted research on a professional performing artist (in dance, music, or drama) and analyse their creative process, techniques, and presentation style, citing at least three specific findings.
Interrogate how cultural, historical, and global belief systems shape an artistic work, and explain how these influences connect to their own performance piece.
Apply research findings to refine at least two technical or artistic elements of their group’s work-in-progress, justifying each refinement with evidence from the research.
Present research findings to the class in a clear, organised format (oral presentation, display board, or digital slides), responding thoughtfully to questions from peers.
Demonstrate respectful collaboration during group research and discussion, showing evidence of time management, tolerance of diverse views, and equitable sharing of responsibilities.

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Curriculum details

Strand: Artistic Practice (Strand 2)
Sub-strand: Refining and Completing Artistic Works for Presentation (2.2)
Content standard: 3.2.2.CS.1 - 3.2.2.CS.1 Demonstrate advanced level skills in making comprehensive decisions about the creation of novel artistic products [DANCE, MUSIC, DRAMA or a collaboration] in a collaborative and integrated environment of performing artistes; presenting, producing and recording their master performance that identify and interrogate cultural, historic, and global belief systems. 3.2.2.LO.1 Apply comprehensive knowledge and exhibit advanced level skills of pre-production, production and post-production activities of the performing arts artistic product [DANCE, MUSIC, DRAMA or a collaboration] that identify and interrogate cultural, historic, and global belief systems.
Indicator: 3.2.2.LI.1 - Conducts research to inform and refine artistic work, demonstrating
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.
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.135 codes this content standard 3.2.2.CS1, with the separator after the type token missing; filed as 3.2.2.CS.1
Curriculum reference: NaCCA curriculum document, p. 135

Exemplars (from the NaCCA curriculum)

Experiential Learning: Have learners

- Research and analyse the work of a professional artist, exploring their creative process, techniques, and presentation style.
- Learners conduct hands-on research in a lab setting, exploring technical aspects of their artistic medium, such as lighting, sound, or software.

Talk for Learning: Have learners

- Observe and participate in a discussion on research and artistic work, considering technical, artistic, and presentation aspects.
- Discuss and analyse research findings, exploring artistic influences, styles, and movements.

Collaborative Learning:

- Work together on a research project, exploring artistic influences, styles, and movements.
- Work together to research and create a presentation or display, considering audience engagement and visual impact.

Assessment (3.2.2.AS.1). 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:
- 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