Skills in Performance · SHS1 Performing Arts

Lesson notes

Learning Objectives

Indicator: 1.1.2.LI.3 - Develop skills and apply them to Drama techniques.

By the end of the lesson, learners can:

Identify and name at least five core Drama techniques (improvisation, mime, voice projection, characterisation, and stage movement) and explain their purpose in a performance.
Demonstrate the use of body, voice, space, and facial expression through a short mime or improvisation exercise in groups.
Apply at least two Drama techniques to a short improvised scene based on an emerging Ghanaian topical issue of their choice.
Critique their peers’ use of Drama techniques constructively, using at least two specific points of feedback related to technique.
Reflect on their own use of Drama techniques in a brief written journal entry, identifying one strength and one area for improvement.

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.3 - Develop skills and apply them to Drama techniques.
Suggested placement: Semester 1, Week 7 (Week 7 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. 34

Exemplars (from the NaCCA curriculum)

Project-Based Learning:

- 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 dance artistic 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.

Talk for Learning: Plan a production conference or meeting.

- Hold the planned production conference or meeting to identify and assign roles, establish production rules, etc.

Assessment (1.1.2.AS.3). 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