Ghana curriculum lesson note
SHS 3 Performing Arts 2nd Semester Week 10 Lesson Plan
Need the editable version?
Generate, personalize and download the complete lesson plan on Sirbus.
Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Performing Arts | Week | 10 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | ARTISTIC PRACTICE | Sub-Strand | REFINING AND COMPLETING ARTISTIC WORKS FOR PRESENTATION |
| Learning Outcome(s) | 3.2.2.LO.1 - Apply comprehensive knowledge and exhibit advanced level skills of pre-production, production and post-production activities of the performing arts artistic product [DANCE, MUSIC, DRAMA or a | ||
| Content Standard | 3.2.2.CS.1 | ||
| Learning Indicator(s) | 3.2.2.LI.2 - Apply comprehensive knowledge and exhibit advanced level skills of pre-production, production and post-production activities of the performing arts artistic product [DANCE, MUSIC, DRAMA or a | ||
| Lesson Focus | Apply comprehensive knowledge and exhibit advanced level skills of pre-production, production and post-production activities of the performing arts artistic product [DANCE, MUSIC, DRAMA or a | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Apply comprehensive knowledge and exhibit advanced level skills of pre-production, production and post-production activities of the performing arts artistic product [DANCE, MUSIC, DRAMA or a 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 artistic practice 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 refining and completing artistic works for presentation, 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 refining and completing artistic works for presentation. | 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 refining and completing artistic works for presentation. | 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 refining and completing artistic works for presentation and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
Need the editable version?
Generate, personalize and download the complete lesson plan on Sirbus.
Create Lesson PlanMore SHS 3 Performing Arts 2nd Semester Lessons
Week 1Sub-strand: DEVELOPING ARTISTIC IDEAS AND WORKSWeek 2Sub-strand: DEVELOPING ARTISTIC IDEAS AND WORKSWeek 3Sub-strand: DEVELOPING ARTISTIC IDEAS AND WORKSWeek 4Sub-strand: DEVELOPING ARTISTIC IDEAS AND WORKSWeek 5Sub-strand: DEVELOPING ARTISTIC IDEAS AND WORKSWeek 6Sub-strand: DEVELOPING ARTISTIC IDEAS AND WORKSWeek 7Sub-strand: REFINING AND COMPLETING ARTISTIC WORKS FOR PRESENTATIONWeek 8Sub-strand: REFINING AND COMPLETING ARTISTIC WORKS FOR PRESENTATIONWeek 9Sub-strand: REFINING AND COMPLETING ARTISTIC WORKS FOR PRESENTATIONWeek 10 (current)Week 11Sub-strand: REFINING AND COMPLETING ARTISTIC WORKS FOR PRESENTATIONWeek 12Sub-strand: REFINING AND COMPLETING ARTISTIC WORKS FOR PRESENTATIONWeek 13Sub-strand: CRITICALLY RESPONDING TO ONE’S OWN AND OTHERS’ CREATIVE WORKSWeek 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