Skills in Performance · SHS2 Performing Arts

Lesson notes

Learning Objectives

Indicator: 2.1.2.LI.1 - Develop ICT-software skills and apply them to techniques in Dance.

By the end of the lesson, learners can:

Identify at least three ICT tools (video editing software, notation software, or recording apps) that support dance creation and documentation.
Demonstrate the use of a chosen ICT tool, such as a mobile phone video editor or Wondershare Filmora 9, to record and edit a short dance phrase.
Apply at least two dance techniques (from ballet, contemporary, or hip-hop) within a choreographic phrase and capture them on video using ICT.
Analyse their own recorded dance performance and identify one strength and one area for improvement using self-review criteria.
Collaborate with peers to produce a 30-second group dance phrase that integrates ICT recording and an emerging African topical issue.

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Curriculum details

Strand: Foundations in Artistic Knowledge and Processes (Strand 1)
Sub-strand: Skills in Performance (1.2)
Content standard: 2.1.2.CS.1 - 2.1.2.CS.1 Demonstrate accomplished level skills in ICT-software in choreography for DANCE; composing/playing musical instruments for MUSIC and script/playwriting for DRAMA; and further engagements in ensemble work for all three areas [DANCE, MUSIC, and DRAMA, or a collaboration] based on emerging African topical issues. 2.1.2.LO.1 Explore skills in performance by selecting and presenting a five to ten-minute artistic product(s) [DANCE, MUSIC, DRAMA, or a collaboration] based on any emerging African topical issue.
Indicator: 2.1.2.LI.1 - Develop ICT-software skills and apply them to techniques in Dance.
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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - the assessment of this row prints as 2.1.2.AS,1 on printed p.75, with a comma where the final separator belongs; filed as 2.1.2.AS.1
Curriculum reference: NaCCA curriculum document, p. 75

Exemplars (from the NaCCA curriculum)

Experiential Learning: Provide a dance class where learners can develop and apply skills in various techniques, such as:

- Ballet: barre work, centre exercises, and across-the-floor movements
- Contemporary: floorwork, improvisation, and partnering
- Hip-Hop: isolations, rhythmic accuracy, and freestyling

Problem-Based Learning: Present a choreographic challenge that requires learners to apply their developed skills and techniques, such as:

- Creating a phrase that incorporates a specific rhythm and movement quality
- Developing a solo that showcases their technical proficiency Collaborating with peers to create a group piece that highlights their collective skills

Assessment (2.1.2.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
- Screen
- Flip Chart
- Video Camera
- Musical Instruments
- IT playing and recording gadgets e.g., mobile phone, cameras, etc.
- Assessment tools - [DANCE, MUSIC, and DRAMA, or a collaboration]
- Music manuscript 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
- Props Costumes Make-up kits Time Space