Refining and Completing… · SHS3 Performing Arts

Lesson notes

Learning Objectives

Indicator: B3.2.2.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 a collaboration) before an invited audience, incorporating all artistic elements such as music, dance, drama, costume, and lighting.
Direct and coordinate fellow performers during the presentation, giving clear cues and instructions that keep the performance cohesive from start to finish.
Operate the pre-production and production committees (venue, box office, invitations, programme, and publicity) that make the public presentation possible.
Document a SWOT analysis of the performed artistic product and present it to the class with reasoned judgments about strengths, weaknesses, opportunities, and threats.
Collaborate respectfully with all group members, including those with differing creative views, to complete the performance task successfully.

This lesson is the practical performance day for the product learners planned and researched in Week 9 (Indicator 3.2.2.LI.1). It focuses on the actual presentation itself. Recording and post-production work belongs to Week 11 (Indicator 3.2.2.LI.3), so learners will only make basic documentation notes today, not full video editing.

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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.2 - Perform/produce/present the planned performing arts artistic product(s)
Suggested placement: Semester 2, Week 10 (Week 30 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. 135

Exemplars (from the NaCCA curriculum)

Activity-Based Learning:

- Work together as a group to perform the planned performing arts event.
- 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.
- Collaborate with other artists or companies to co-produce the event
- Execute the planned performance, incorporating all artistic elements (e.g., music, dance, drama)

Talk for Learning:

- Learners document a SWOT analysis to give a presentation in class on the artistic product(s) created.

Assessment (3.2.2.AS.2). 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