Skills in Performance · SHS1 Performing Arts

Lesson notes

Learning Objectives

Indicator: 1.1.2.LI.2 - Develop skills and apply them to playing musical instruments of their choice.

By the end of the lesson, learners can:

Identify and demonstrate at least three fundamental techniques (posture, hand position, breath control or striking method) on a chosen musical instrument.
Perform a short 2-minute excerpt of a familiar Ghanaian song on their chosen instrument, showing growing control of pitch and rhythm.
Give constructive peer feedback to a partner on tone quality, timing and technique, using appropriate musical vocabulary.
Develop a personal practice log documenting their skill development over the week, including goals, challenges and improvements.
Select a song from the prescribed repertoire or teacher-approved list that connects to an emerging Ghanaian topical issue, in preparation for the group presentation in later weeks.

This lesson builds on the dance skills explored in Week 5 and prepares learners for Week 7 drama techniques. The performance itself will be fully presented in Week 10, so this week focuses only on instrument skill development, not on full repertoire preparation.

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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.2 - Develop skills and apply them to playing musical instruments of their choice:
Suggested placement: Semester 1, Week 6 (Week 6 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)

Project-Based Learning: In groups, learners demonstrate on their instruments a particular skill developed in a a five to ten-minute music presentation by exhibiting approaching proficiency level skills on that particular musical instrument.

Collaborative Learning:

- Create a music ensemble with peers, choose a song to perform, and document the process.
- Pair students to learn and practice a musical skill , promoting peer feedback and support.

Exploratory Learning:

- Learners work individually (self-study/self-taught/community experts support), and collaboratively with teachers, and, colleagues' learners develop skills and apply them in playing musical instruments, on say, viz., atumpan, atɛntɛbɛn, xylophone, piano, guitar, violin, flute, trumpet, trombone, and saxophone, depending on what the SHS institution as well as learner can afford.
- Provide various instruments and materials, allowing students to experiment and discover their preferred instrument.
- Allow students to choose their instrument and learning pace, with tailored feedback and guidance.

Assessment (1.1.2.AS.2). 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