Ghana curriculum lesson note
SHS 2 Performing Arts 2nd Semester Week 2 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Performing Arts | Week | 2 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | FOUNDATIONS IN ARTISTIC KNOWLEDGE AND PROCESSES | Sub-Strand | COMMUNICATIONS IN THE PERFORMING ARTS |
| Learning Outcome(s) | 2.1.3.LO.1 - Use varying Performing Arts language forms, mechanics that communicate the emerging African topical issues meaningfully to enhance social interactions, connect to the other arts and everyday life experiences | ||
| Content Standard | 2.1.3.CS.1 | ||
| Learning Indicator(s) | 2.1.3.LI.1 - Use varying Performing Arts language forms, mechanics that communicate the emerging African topical issues meaningfully to enhance social interactions, connect to the other arts and everyday life experiences | ||
| Lesson Focus | Use varying Performing Arts language forms, mechanics that communicate the emerging African topical issues meaningfully to enhance social interactions, connect to the other arts and everyday life experiences | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Use varying Performing Arts language forms, mechanics that communicate the emerging African topical issues meaningfully to enhance social interactions, connect to the other arts and everyday life experiences Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | Which artistic elements and skills are central to this work? How do artistic choices communicate meaning to an audience? How can rehearsal, critique and reflection improve the work? | ||
| Pedagogical Strategies | Demonstration Studio/Rehearsal Practice Collaborative Creation Performance Peer Critique Reflective Discussion | ||
| Teaching & Learning Resources | Performing space Locally available instruments/props/materials Selected audio/video or teacher demonstrations where available Scripts/scores/choreographic notes as appropriate Learners' notebooks | ||
| Key Notes on Differentiation | |||
| Content | Use worked examples, visual prompts, vocabulary support or task cards for learners who need scaffolding. Extend advanced learners with open-ended, comparative, design, proof/justification or independent application tasks. | ||
| Process | Move from modelling to guided collaborative practice and then individual application. Use mixed-ability grouping while requiring individual evidence of learning. | ||
| Product | Allow subject-appropriate evidence such as calculations, designs, prototypes, performances, critiques, diagrams, investigations or presentations. Assess accuracy/technique, reasoning, application, communication and reflection using the curriculum focus. | ||
| Success Criteria | Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation. | ||
| Homework | Complete a short application task connected to the week's learning indicator. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Display a relevant artwork, design, performance or visual example from foundations in artistic knowledge and processes and ask learners to describe what they notice. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Demonstrate how artists or designers use communications in the performing arts, pointing out materials, process, form and meaning. | Observe the example, name visible features and record useful vocabulary. | Ask learners to identify one material, technique, form or meaning from the example. |
| Activity 220 minutes | Guide learners to sketch, plan, perform, annotate or critique a small work connected to communications in the performing arts. | Create, annotate or critique the task outcome while responding to feedback. | Review work for process, creativity, accuracy and explanation. |
| Activity 310 minutes | Ask learners to refine or present their work and explain one decision linked to communications in the performing arts. | Present the refined work and explain the artistic or design decision made. | Use peer comments and teacher questions to check understanding of the concept. |
| Lesson Closure | Summarise communications in the performing arts and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Create Lesson PlanMore SHS 2 Performing Arts 2nd Semester Lessons
Week 1Sub-strand: COMMUNICATIONS IN THE PERFORMING ARTSWeek 2 (current)Week 3Sub-strand: COMMUNICATIONS IN THE PERFORMING ARTSWeek 4Sub-strand: COMMUNICATIONS IN THE PERFORMING ARTSWeek 5Sub-strand: BUSINESS CYCLE IN THE PERFORMING ARTSWeek 6Sub-strand: BUSINESS CYCLE IN THE PERFORMING ARTSWeek 7Sub-strand: BUSINESS CYCLE IN THE PERFORMING ARTSWeek 8Sub-strand: BUSINESS CYCLE IN THE PERFORMING ARTSWeek 9Sub-strand: DEVELOPING ARTISTIC IDEAS AND WORKSWeek 10Sub-strand: DEVELOPING ARTISTIC IDEAS AND WORKSWeek 11Sub-strand: DEVELOPING ARTISTIC IDEAS AND WORKSWeek 12Sub-strand: REFINING AND COMPLETING ARTISTIC WORKS FOR PRESENTATIONWeek 13Sub-strand: REFINING AND COMPLETING ARTISTIC WORKS FOR PRESENTATIONWeek 14Sub-strand: CRITICALLY RESPONDING TO ONE’S OWN AND OTHERS’ CREATIVE WORKSWeek 15Sub-strand: CONNECTING ARTWORKS WITH LIFE EXPERIENCESWeek 16Sub-strand: CONNECTING ARTWORKS WITH LIFE EXPERIENCES