Ghana curriculum lesson note
SHS 3 Performing Arts 1st Semester Week 14 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Performing Arts | Week | 14 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | FOUNDATIONS IN ARTISTIC KNOWLEDGE AND PROCESSES | Sub-Strand | BUSINESS CYCLE IN THE PERFORMING ARTS |
| Learning Outcome(s) | 3.1.4.LO.1 - Identify and apply the factors and/or elements of the Performing Arts in product planning and management, branding, marketing techniques, business contracts and copyright issues in the Performing Arts Business. Learning for Life:... | ||
| Content Standard | 3.1.4.CS.1 | ||
| Learning Indicator(s) | 3.1.4.LI.1 - Identify and apply the factors and/or elements of the Performing Arts in product planning and management, branding, marketing techniques, business contracts and copyright issues in the Performing Arts Business. Learning for Life:... | ||
| Lesson Focus | Identify and apply the factors and/or elements of the Performing Arts in product planning and management, branding, marketing techniques, business contracts and copyright issues in the Performing Arts Business. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Identify and apply the factors and/or elements of the Performing Arts in product planning and management, branding, marketing techniques, business contracts and copyright issues in the Performing Arts Business. 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 business cycle 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 business cycle 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 business cycle 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 business cycle 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 3 Performing Arts 1st Semester Lessons
Week 1Sub-strand: SKILLS IN PERFORMANCEWeek 2Sub-strand: SKILLS IN PERFORMANCEWeek 3Sub-strand: SKILLS IN PERFORMANCEWeek 4Sub-strand: SKILLS IN PERFORMANCEWeek 5Sub-strand: SKILLS IN PERFORMANCEWeek 6Sub-strand: SKILLS IN PERFORMANCEWeek 7Sub-strand: SKILLS IN PERFORMANCEWeek 8Sub-strand: SKILLS IN PERFORMANCEWeek 9Sub-strand: COMMUNICATIONS IN THE PERFORMING ARTSWeek 10Sub-strand: COMMUNICATIONS IN THE PERFORMING ARTSWeek 11Sub-strand: COMMUNICATIONS IN THE PERFORMING ARTSWeek 12Sub-strand: COMMUNICATIONS IN THE PERFORMING ARTSWeek 13Sub-strand: BUSINESS CYCLE IN THE PERFORMING ARTSWeek 14 (current)Week 15Sub-strand: BUSINESS CYCLE IN THE PERFORMING ARTSWeek 16Sub-strand: BUSINESS CYCLE IN THE PERFORMING ARTS