Skills in Performance · SHS1 Performing Arts

Lesson notes

Learning Objectives

Indicator: 1.1.2.LI.1 - Develop skills and apply them to DANCE techniques.

By the end of the lesson, learners can:

Identify and demonstrate the four basic elements of dance (body, space, time, and force) through short movement phrases.
Explore at least three dance styles or techniques such as improvisation, contemporary, and breaking, and describe how each uses the elements differently.
Work in groups to develop a one-to-two minute dance phrase that expresses a selected emerging Ghanaian topical issue using at least two of the dance elements.
Perform the group dance phrase for peers and give constructive feedback using appropriate dance vocabulary.
Reflect on the rehearsal process and identify how teamwork and time management influenced the quality of the group work.

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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.1 - Develop skills and apply them to DANCE techniques.
Suggested placement: Semester 1, Week 5 (Week 5 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. 33

Exemplars (from the NaCCA curriculum)

Talk for Learning (TfL):

- In groups, observe pictures, watch videos, documentaries of/on emerging Ghanaian topical issues.
- Brainstorm on emerging Ghanaian topical issues.
- Select one emerging topical issue for the development of concept(s) or storylines for danceartistic product(s).
- Assign roles in a scripted play, encouraging students to work together to rehearse and perform.

Exploratory Learning:

- Provide various drama games and exercises, allowing students to explore and discover different techniques like improvisation, mime, or puppetry.

Problem-Based Learning:

- Present a scenario or theme, challenging students to create a drama piece addressing the issue.

Exploratory Learning:

- Explore and experiment with different dance styles and techniques (e.g., improvisation, contemporary, breaking).

Group Work/Collaborative Learning: Develop the concept(s) or storyline(s) for the five to ten-minute dance, music and/or drama artistic product(s) .

Assessment (1.1.2.AS.1). 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