Skills in Performance · SHS3 Performing Arts

Lesson notes

Learning Objectives

Indicator: 3.1.2.LI.1 - Develop skills in rehearsing a selected repertoire of five to ten-minute Performing Arts artistic product(s) [DANCE, MUSIC, DRAMA, or a collaboration], based on any global issue.

By the end of the lesson, learners can:

Select one global issue and justify its choice as the theme for a five to ten-minute performance repertoire, using at least two supporting reasons linked to personal relevance and audience impact.
Sign a performance contract that outlines individual roles, rehearsal schedules, and weekly progress checkpoints for the semester.
Apply at least three specific rehearsal techniques (such as blocking, vocal warm-ups, or choreographic phrasing) to develop their chosen piece during a supervised rehearsal session.
Assign and document production roles within their group, such as choreographer, composer, scriptwriter, director, stage manager, or costume coordinator, ensuring every member has a defined responsibility.
Present a brief SWOT analysis of their rehearsal progress, identifying at least one strength, one weakness, one opportunity, and one threat to the successful performance of their repertoire.

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Curriculum details

Strand: Foundations in Artistic Knowledge and Processes (Strand 1)
Sub-strand: Skills in Performance (1.2)
Content standard: 3.1.2.CS.1 - 3.1.2.CS.1 Demonstrate advanced knowledge and skills in Performing Arts artistic product(s) [DANCE, MUSIC, DRAMA, or a collaboration] and develop a repertoire of five to ten-minute presentations/performances that exhibit advanced level skills in the Performing Arts area. 3.1.2.LO.1 Explore skills in performance by presenting a five to ten-minute artistic product(s) [DANCE, MUSIC, DRAMA, or, a collaboration] based on emerging global topical issues.
Indicator: 3.1.2.LI.1 - Develop skills in rehearsing a selected repertoire of five to ten-minute Performing Arts artistic product(s) [DANCE, MUSIC, DRAMA, or a collaboration], based on any global issue.
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.
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 assessments of sub-strand 3.1.2 print as 3.1.1.2.AS.1 to 3.1.1.2.AS.4 on printed pp.114-117, five segments and the wrong sub-strand; filed as 3.1.2.AS.1 to 3.1.2.AS.4
Curriculum reference: NaCCA curriculum document, p. 114

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.

Collaborative Learning:

- Research and select a global issue and piece(s)
- Learners prepare their pieces for the entire semester.
- Assign roles (e.g., choreographer, composer, scriptwriter)
- Learner(s) OR Group(s) work individually (self-study/self-taught/community experts support), and collaboratively with teachers, and colleagues' learners to develop skills and apply them in the selected repertoire as [DANCE, MUSIC or DRAMA, or a collaboration].
- Plan for the presentation or the performance of the five to ten-minute repertoire of artistic products prepared.
- Do group rehearsals of the selected repertoire and document your SWOT analysis for Class Presentation.

Exploratory Learning: Explore different artistic expressions [DANCE, MUSIC, and DRAMA] to convey a message about a global issue. Students work individually or in small groups to:

- Investigate and research different artistic styles and techniques
- Experiment with different forms of expression
- Create and rehearse a 5-10 minute artistic product
- Reflect on their process and final product

Assessment (3.1.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Musical Scores, Play Directing Notes, Dance Choreography Sketches, CDs, electronic video files [MP4 &MP5], and audio electronic files [MP3], etc.
- Rubrics
- Writing pads
- Projector
- Screen
- Cell phones
- 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
- Make-up kits
- Space
- Flat files