Skills in Performance · SHS1 Performing Arts

Lesson notes

Learning Objectives

Indicator: 1.1.2.LI.4 - Select a five to ten-minute artistic product(s) repertoire [DANCE, MUSIC, DRAMA, or a collaboration] based on an emerging Ghanaian topical issue for presentation/performance.

By the end of the lesson, learners can:

Identify at least three emerging Ghanaian topical issues suitable for artistic presentation and justify their relevance to a contemporary audience.
Select one five to ten-minute repertoire piece in DANCE, MUSIC, DRAMA, or a collaboration that addresses a chosen emerging Ghanaian topical issue, and defend their choice using at least two artistic reasons.
Complete a Repertoire Selection Contract that clearly states the chosen piece, the artistic form or collaboration, the topical issue addressed, group roles, and a rehearsal timeline.
Conduct a basic SWOT analysis of their proposed repertoire and present at least two strengths, two weaknesses, one opportunity, and one threat related to their selection.
Demonstrate respect for peers’ creative choices through constructive feedback during group discussion and selection presentations.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Foundations in Artistic Knowledge and Processes (Strand 1)
Sub-strand: Skills in Performance (1.2)
Content standard: 1.1.2.CS.1 - 1.1.2.CS.1 Demonstrate knowledge and skills in Performing Arts artistic product(s) [DANCE, MUSIC or DRAMA, or a collaboration] and develop a repertoire of five to ten-minute presentations/performances that exhibit approaching proficiency level skills in a Performing Arts area. 1.1.2.LO.1 Explore skills in performance by presenting a five to ten-minute artwork based on any emerging Ghanaian topical issues.
Indicator: 1.1.2.LI.4 - Select a five to ten-minute artistic product(s) repertoire [DANCE, MUSIC, DRAMA, or a collaboration] based on an emerging Ghanaian topical issue for presentation/performance.
Suggested placement: Semester 1, Week 8 (Week 8 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. 35

Exemplars (from the NaCCA curriculum)

Individual and Group Work:

- Learner(s) go through a Repertoire Selection Exercise, justify their choice, and sign a Contract to work on the piece in the semester off school-time-tabled schedules. However, see teachers in a one-on-one practical instruction session a week to evaluate and assess progress.

Project-Based Learning:

- Do group rehearsals of the selected repertoire and document your SWOT analysis for Class Presentation.

Assessment (1.1.2.AS.4). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Writing Pads
- Pens
- Projector
- Flip Chart
- Video Camera
- Musical TLR:: anatumpan, atɛntɛbɛn, xylophone, piano, guitar, violin, flute, trumpet, trombone, and saxophone
- Prescribed Musical Repertoire List for Voices/Atenteben and Xylophone
- Drama TLR:
- Synopsis, characters, acting, props, choreography, production equipment, sound effects, scenery, properties, lighting, costume, and make-up
- Time
- Space
- Force
- Body