Thinking and Exploring Ideas · B2 Creative Arts

Lesson notes

Learning Objectives

Indicator: B2.2.1.1.1 - Explore own experiences to talk about performing artworks that reflect the history and culture of people in other communities in Ghana

By the end of the lesson, learners can:

Talk about at least two performing artworks (such as festivals, dances, drumming or storytelling) from communities in Ghana other than their own.
Identify how the history and culture of a community appears in its performing art, using examples such as dressing, food, chieftaincy or festivals.
Share their own experiences of watching or hearing about a performing artwork from another Ghanaian community during a class discussion.
Sort pictures or objects from different Ghanaian communities into groups based on the history and culture they show.
Make a simple verbal plan for a short performance piece that captures one aspect of another community’s culture.

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Curriculum details

Strand: Performing Arts (Strand 2)
Sub-strand: Thinking and Exploring Ideas (2.1)
Content standard: B2.2.1.1 - Demonstrate understanding of how to generate own ideas for artistic expressions about the people, based on their history and culture, the environment and the topical local/national/global issues
Indicator: B2.2.1.1.1 - Explore own experiences to talk about performing artworks that reflect the history and culture of people in other communities in Ghana
Suggested placement: Term 1, Week 4 (Week 4 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: Creative Arts Curriculum (Basic 1-3), 2019, p. 36
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

Learners are to:
- watch documentaries on the history and culture of people from other parts of Ghana;
- identify the history and culture of people from other parts of Ghana by studying their cultural activities such as staple foods, dressing, festivals, buildings, chiefs;
- listen to stories told by resource persons or interview leaders of different ethnic groups and associations (e.g. Ga, Ewe, Akan, Dagaare), opinion leaders, traditional rulers;
- visit historical sites such as centres for national culture, theatres, museums, galleries, festival grounds, studios of performing artists, and performing arts departments of educational institutions. Where possible, record the visits by taking photographs, making videos, making line sketches and collecting samples of objects that show the history and culture of people from other parts of Ghana;
- organise collection of samples to create a 'history learning corner' in the classroom;
- draw concepts and ideas from the activities to plan own performing artworks that express the history and culture of the people studied.