Educators' Guide for Pedagogy and Assessment
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Learning Area: Visual and Performing Arts
Performing Arts > LEVEL 8
Learning Area Outcome: I can demonstrate an understanding of the capacity of the visual and performing arts to address moral and ethical issues relevant to Malta and the wider world, and appreciate that the arts can benefit social and cultural cohesion.
Subject Focus: Performing Arts in context.
1] I can demonstrate an understanding of the various roles which the arts play in a community or society: to engage; to foster curiosity, imagination and creativity; to entertain; to challenge; to transmit culture, heritage and values; to express ethical dilemmas; to mourn, celebrate, worship/pray; to provide ceremony and ritual; and to lead to career opportunities.
2] I explore and learn about the ways in which dance, music and drama communicate the ideals, religions and traditions of contemporary and past civilisations in Malta as well as in the wider world.
SOCIAL CHANGE
3] I pursue questions regarding the key values and beliefs reflected in artworks and how artists influenced societies of their times.
4] I can demonstrate an understanding of the relationship between artists and artworks and the particular societies in which they were formed
2] I explore and learn about the ways in which dance, music and drama communicate the ideals, religions and traditions of contemporary and past civilisations in Malta as well as in the wider world.
SOCIAL CHANGE3] I pursue questions regarding the key values and beliefs reflected in artworks and how artists influenced societies of their times.
4] I can demonstrate an understanding of the relationship between artists and artworks and the particular societies in which they were formed
Learning Area Outcome: I can demonstrate an understanding of how to employ basic ethical decision-making when reflecting on my own work and that of others, and when creating artworks that involve the intellectual and cultural property rights of others. I can analyse a variety of artistic forms, recognising traditional, historical and contemporary works and identifying possible meanings.
Subject Focus: Evaluating the Performing Arts.
1] I pursue broad questions regarding the meaning intended in a presented work, its cultural context and the audience engaging with it.
2] I can respond to the presented work with curiosity, insight and reflection, valuing my own culture and beliefs as well as those of others.
SOCIAL CHANGE
3] I can demonstrate knowledge of basic concepts of metre, tempo, rhythm, pitch, texture, dynamics, tone colour, structure, style, role and language while appraising a performance.
4] I can identify what makes a performance effective.
2] I can respond to the presented work with curiosity, insight and reflection, valuing my own culture and beliefs as well as those of others.
SOCIAL CHANGE3] I can demonstrate knowledge of basic concepts of metre, tempo, rhythm, pitch, texture, dynamics, tone colour, structure, style, role and language while appraising a performance.
4] I can identify what makes a performance effective.
Learning Area Outcome: I can interpret, communicate and present ideas, problems and arguments in a number of visual and performative modes suited to a range of audiences.
Subject Focus: Performing
1] I have developed basic performance skills in drama, music and dance in order to fully participate in both improvised and planned performances, and can use these skills to explore, develop and communicate thoughts, ideas, experiences and feelings.
2] I can demonstrate a basic understanding of the ways in which performance works originate and are developed, presented, received and responded to.
3] I have a basic understanding of performance and production skills necessary for communication with an audience, and can analyse improvised and planned performances for technical requirements.
4] I can create, plan and organise all key aspects of a performance, either as part of an ensemble or in a solo piece.
2] I can demonstrate a basic understanding of the ways in which performance works originate and are developed, presented, received and responded to.
3] I have a basic understanding of performance and production skills necessary for communication with an audience, and can analyse improvised and planned performances for technical requirements.
4] I can create, plan and organise all key aspects of a performance, either as part of an ensemble or in a solo piece.
Learning Area Outcome: I can apply skills and dispositions such as goal setting, working independently and collaboratively, showing initiative, experimentation and adaptability.
Subject Focus: Creating
1] I can create original works in one or more of the performing arts, applying appropriate language, skills, materials, techniques, processes, conventions and technologies.
WRITING
2] I am able to cooperate with peers and adults as I pursue individual and common goals in the performing arts.
SOCIAL LEARNING
3] I am able to participate fully in the three areas of the performing arts, both within and outside the classroom.
4] I am aware of my learning needs and can take learning risks while exploring and engaging in the performing arts.
PERSONAL LEARNING
WRITING2] I am able to cooperate with peers and adults as I pursue individual and common goals in the performing arts.
SOCIAL LEARNING3] I am able to participate fully in the three areas of the performing arts, both within and outside the classroom.
4] I am aware of my learning needs and can take learning risks while exploring and engaging in the performing arts.
PERSONAL LEARNINGLearning Area Outcome: I can apply my understanding of the properties and techniques of media to specific tasks and purposes that will benefit user groups and audiences.
Subject Focus: Using technology
1] I can demonstrate an understanding of the impact which the advancement of technology has on performance and audience engagement.
USE OF DIGITAL MEDIA
2] I can demonstrate an understanding of the use of various technical apparata necessary for realising the demands of production in live performance and/or recorded media.
USE OF DIGITAL MEDIA
3] I can demonstrate basic knowledge of technology in performance and production.
USE OF DIGITAL MEDIA
USE OF DIGITAL MEDIA2] I can demonstrate an understanding of the use of various technical apparata necessary for realising the demands of production in live performance and/or recorded media.
USE OF DIGITAL MEDIA3] I can demonstrate basic knowledge of technology in performance and production.
USE OF DIGITAL MEDIALearning Area Outcome: I can demonstrate an understanding of the role of the visual and performing arts in fostering lifelong learning. I am aware of professional arts companies, galleries, museums, cultural organisations and creative adults in Malta and the wider world, and demonstrate an understanding of their role in fostering lifelong learning in the arts. I know how to learn about and update my knowledge of the arts.
Subject Focus: Learning to learn.
1] I can connect experiences within the performing arts with personal growth, and I can explore the connections between the performing arts and life experiences.
COGNITIVE LEARNING
2] I recognise and can articulate the factors which influence my own personal effectiveness in performance.
PERSONAL LEARNING
3] I regularly attend live performances, concerts and exhibitions and use these as sources of cognitive, social, emotional, cultural and political development.
4] I can listen to Maltese folk music as well as investigate and discuss the influence of traditional customs and practices on the music.
5] I am able to keep abreast of all events being held in various localities on the Maltese Islands through the internet, newspapers and other media. I can follow artistic events outside Malta through the internet and written media.
READING AND UNDERSTANDING
6] I can engage in an independent or group project in order to study past or present performances, or as part of the process of learning, stimulating creativity and creating new performances.
SOCIAL LEARNING
7] I communicate a developing understanding of the performing arts in written and oral form.
READING AND UNDERSTANDING
8] I am able to describe, orally or in written form, at least three different careers in the field of the performing arts.
WRITING
COGNITIVE LEARNING2] I recognise and can articulate the factors which influence my own personal effectiveness in performance.
PERSONAL LEARNING3] I regularly attend live performances, concerts and exhibitions and use these as sources of cognitive, social, emotional, cultural and political development.
4] I can listen to Maltese folk music as well as investigate and discuss the influence of traditional customs and practices on the music.
5] I am able to keep abreast of all events being held in various localities on the Maltese Islands through the internet, newspapers and other media. I can follow artistic events outside Malta through the internet and written media.
READING AND UNDERSTANDING6] I can engage in an independent or group project in order to study past or present performances, or as part of the process of learning, stimulating creativity and creating new performances.
SOCIAL LEARNING7] I communicate a developing understanding of the performing arts in written and oral form.
READING AND UNDERSTANDING8] I am able to describe, orally or in written form, at least three different careers in the field of the performing arts.
WRITINGLearning Area Outcome: I can apply skills and dispositions such as goal setting, working independently and collaboratively, showing initiative, experimentation and adaptability.
Subject Focus: Dance: working with others.
1] I work collaboratively with others in developing and successfully completing dance projects.
2] I can demonstrate grouping and breaking away with peers, work with a partner to create a sequence, and work in groups of more than three.
3] I can explore giving and weight while considering the safety of my dance partners.
2] I can demonstrate grouping and breaking away with peers, work with a partner to create a sequence, and work in groups of more than three.
3] I can explore giving and weight while considering the safety of my dance partners.
Learning Area Outcome: I can demonstrate an understanding of the capacity of the visual and performing arts to address moral and ethical issues relevant to Malta and the wider world, and appreciate that the arts can benefit social and cultural cohesion.
Subject Focus: Dance in context.
1] I can demonstrate an understanding of the ways in which dance communicates the ideals, religions and traditions, and the moral and ethical issues of contemporary and past civilisations in Malta and the wider world.
SOCIAL CHANGE
2] I am familiar with traditional, folk, classical, contemporary, and other forms and genres of dance.
3] I can demonstrate an understanding of the relationship between artists and dance work and the particular societies in which it was developed e.g. I can view a video of a ballet such as Swan Lake and discuss how the story was developed and interpreted while reflecting on the choreographer’s view of the world.
WRITING
SOCIAL CHANGE2] I am familiar with traditional, folk, classical, contemporary, and other forms and genres of dance.
3] I can demonstrate an understanding of the relationship between artists and dance work and the particular societies in which it was developed e.g. I can view a video of a ballet such as Swan Lake and discuss how the story was developed and interpreted while reflecting on the choreographer’s view of the world.
WRITINGLearning Area Outcome: I am able to draw on my curiosity, imagination and thinking skills to pose questions and explore ideas, spaces, materials and technologies.
Subject Focus: Creating dance
1] I can take learning risks within a dance context. I can move in response to various stimuli and explore and experiment with space, time, dynamics and relationships.
CREATIVE LEARNING
2] I can use movement vocabulary to develop activities and dances that express personal meaning and convey a defined theme.
3] I move with a good understanding of my body type and capabilites, thus minimising risk of injury.
4. I can explore storytelling techniques and portray feelings in movement and dance.
5] I am able to deliver an oral class presentation on the history, culture, geography, politics, music history and state of the arts of a specific country, incorporating a variety of multi-sensory experiences such as food, music, fashion, instruments, and geographic location of a country.
LISTENING AND SPEAKING
6] I can demonstrate an understanding of the relationships between the body, choreography and technology and the use of the camera in dance work.
USE OF DIGITAL MEDIA
CREATIVE LEARNING2] I can use movement vocabulary to develop activities and dances that express personal meaning and convey a defined theme.
3] I move with a good understanding of my body type and capabilites, thus minimising risk of injury.
4. I can explore storytelling techniques and portray feelings in movement and dance.
5] I am able to deliver an oral class presentation on the history, culture, geography, politics, music history and state of the arts of a specific country, incorporating a variety of multi-sensory experiences such as food, music, fashion, instruments, and geographic location of a country.
LISTENING AND SPEAKING6] I can demonstrate an understanding of the relationships between the body, choreography and technology and the use of the camera in dance work.
USE OF DIGITAL MEDIALearning Area Outcome: I can demonstrate an understanding of how to employ basic ethical decision-making when reflecting on my own and others' artistic works, and when creating artistic works that involve the intellectual and cultural property rights of others. I can analyse a variety of artistic forms, recognising traditional, historical and contemporary works and identifying possible meanings.
Subject Focus: Evaluating dance
1] I can respond to dance work with curiosity, insight and reflection, showing an appreciation of my own culture and beliefs as well as those of others.
SELF-AWARENESS
2] I question and develop an awareness of the relationship between the performer and the audience.
3] I can critically analyse and describe my own dance performances and those of others, demonstrating an ability to explore and discuss the possible meaning underlying the works.
WRITING
4] I can articulate and support the meaning constructed from my own and others’ dance performances, and demonstrate an awareness of the environment in which these performances occur.
WRITING
5] I can discuss the use of space/time dynamics and relationships when analysing my own work as well as that of others.
EXPRESSIVE LANGUAGE
SELF-AWARENESS2] I question and develop an awareness of the relationship between the performer and the audience.
3] I can critically analyse and describe my own dance performances and those of others, demonstrating an ability to explore and discuss the possible meaning underlying the works.
WRITING4] I can articulate and support the meaning constructed from my own and others’ dance performances, and demonstrate an awareness of the environment in which these performances occur.
WRITING5] I can discuss the use of space/time dynamics and relationships when analysing my own work as well as that of others.
EXPRESSIVE LANGUAGELearning Area Outcome: I can interpret, communicate and present ideas, problems and arguments in a number of visual and performative modes suited to a range of audiences.
Subject Focus: Dance: performing
1] I can demonstrate how time, space, dynamics and relationships are used in movement e.g. I can create movement collages exploring the dynamics of relationships.
2] I can demonstrate increasing awareness of my body and movement capabilities, kinaesthetic awareness, concentration and focus in performing movement skills.
3] I can use contrasting movements in dance and adapt everyday movements using isolated body parts.
4] I can execute a range of movement skills and demonstrate an understanding of the underlying principles: balance, weight shift, elevation and landing, articulation of isolated body parts, initiation of movement, fall and recovery.
5] I can combine movements with gestures and facial expressions to create a sequence, and can display feelings and emotions in relation to movement.
6] I can demonstrate my understanding of the processes involved in organising a dance performance.
2] I can demonstrate increasing awareness of my body and movement capabilities, kinaesthetic awareness, concentration and focus in performing movement skills.
3] I can use contrasting movements in dance and adapt everyday movements using isolated body parts.
4] I can execute a range of movement skills and demonstrate an understanding of the underlying principles: balance, weight shift, elevation and landing, articulation of isolated body parts, initiation of movement, fall and recovery.
5] I can combine movements with gestures and facial expressions to create a sequence, and can display feelings and emotions in relation to movement.
6] I can demonstrate my understanding of the processes involved in organising a dance performance.
Subject Focus:
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