Thinking and Exploring Ideas · B5 Creative Arts

Lesson notes

Learning Objectives

Indicator: B5.2.1.1.4 - Generate own ideas for composing and performing own artworks that will reflect the physical and social environments of some African communities

By the end of the lesson, learners can:

Describe the physical and social features of at least two African communities studied through open educational resources (OERs), such as buildings, vehicles, sounds, and daily activities.
Generate at least three original ideas for a short music, dance, or drama piece that reflects the physical and social environment of a chosen African community.
Categorise their generated ideas according to which art form (music, dance, or drama) best expresses each idea.
Present one selected idea to the class in small groups, explaining how it connects to the physical and social environment studied.
Reflect on and revise their own ideas based on peer and teacher feedback, showing thoughtful decision making.

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Curriculum details

Strand: Performing Arts (Strand 2)
Sub-strand: Thinking and Exploring Ideas (2.1)
Content standard: B5.2.1.1 - Demonstrate understanding of how to generate own ideas for artistic expressions on the people based on their history and culture, the environment and topical local/national/global issues
Indicator: B5.2.1.1.4 - Generate own ideas for composing and performing own artworks that will reflect the physical and social environments of some African communities
Suggested placement: Term 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.
Curriculum reference: Creative Arts Curriculum (Basic 4-6), 2019, p. 66
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

Learners are to:
- use open educational resources (OERs) such as libraries, internet, audio-visuals to study the physical and social environment of other African communities;
- observe the movement patterns, arrangements and activities of the physical and social environment: a) structures (e.g. buildings, bridges), styles, shapes and forms); b) automobiles; c) commercials and jingles; d) environmental sounds: tooting of vehicle horns, birds singing, children laughing, at the market, at the Trotro station, etc.; e) reflect on the information gathered through the OER studies, analyse and generate concepts for composing and performing own music, dance and drama that will reflect the physical and social environments of communities in Africa.