Skills in Performance · SHS3 Performing Arts

Lesson notes

Learning Objectives

Indicator: 3.1.2.LI.2 - Present/Perform a selected repertoire of five to ten-minute artistic product(s) developed that depicts any global issue and record the performance.

By the end of the lesson, learners can:

Present a complete five to ten-minute performance piece (DANCE, MUSIC, DRAMA, or a collaboration) that clearly depicts a selected global issue, building directly on the repertoire they rehearsed in Week 7.
Apply stagecraft skills (projection, expression, timing, spatial awareness, and audience engagement) appropriate to their chosen art form during the live presentation.
Document their performance using available recording devices (mobile phones, cameras, or tablets) with attention to framing, lighting, and sound quality.
Evaluate their own recorded performance against a provided rubric, identifying at least two strengths and one area for improvement.
Demonstrate teamwork, time management, and equitable role distribution during the presentation and recording process, ensuring every group member contributes meaningfully.

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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.2 - Present/Perform a selected repertoire of five to ten-minute artistic product(s) developed that depicts any global issue and record the performance.
Suggested placement: Semester 1, Week 8 (Week 8 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. 115

Exemplars (from the NaCCA curriculum)

Collaborative Learning:

- 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.

Activity-Based Learning:

- Present/Perform the five to ten-minute artwork, document and digitally record the performances.
- Learners may/or may not present their pieces in a practical examination before a jury, or an examination panel at this point.

Project-Based Learning:

- Create a multimedia performance [MUSIC, DANCE, DRAMA, and/or MEDIA] addressing a global issue, like climate change or social justice, etc.
- Develop a performance piece that showcases knowledge and understanding of a global issue, culminating in a recorded presentation.

Collaborative Learning:

- Divide students into groups to co-create a performance piece(s), promoting shared responsibility and collective creativity.

Exploratory Learning:

- Provide various art forms and materials, allowing students to experiment and discover their preferred medium for expressing global issues. (a) Drum language. (b) Bamboo Flute (Atɛntɛbɛn). (c) Xylophone (Gyile)

Flipped Classroom:

- Deliver global issue awareness and art technique lessons at home, and use class time for performance development and recording.

Activity-based Learning: Perform a ten-minute musical piece on the selected global issue.

Assessment (3.1.2.AS.2). 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