Educators' Guide for Pedagogy and Assessment
Click the icon below to download the Educators' Guide for Pedagogy and Assessment
Learning Area: Visual and Performing Arts
Performing Arts > LEVEL 9
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 arts in context, including familiar situations such as my school and my immediate environment/community, as well as the purposes and functions of the arts in Maltese and other societies and cultures.
LEARNING TO DO
2] I can demonstrate an understanding of the way in which performance can challenge audiences in ways that develop perceptual abilities, which can lead to cognitive and emotional impact and change.
3] I form constructive relationships with others in performing arts activities and performances that encourage inclusion.
SELF-AWARENESS
LEARNING TO DO2] I can demonstrate an understanding of the way in which performance can challenge audiences in ways that develop perceptual abilities, which can lead to cognitive and emotional impact and change.
3] I form constructive relationships with others in performing arts activities and performances that encourage inclusion.
SELF-AWARENESSLearning 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 can reflect upon any artistic project. I seek and give constructive feedback in a way that encourages my own artistic development as well as that of others.
PERSONAL LEARNING
2] I can demonstrate an understanding of the ways in which a performance reflects the ideals, religions, and ethical dilemmas of current and past civilisations and cultures, as well as those of the artist/s who created the piece.
SELF- AWARENESS
3] I can evaluate and analyse text, descriptions and actions to explore, articulate and justify character intention.
4] I can recognise a range of movement qualities in my own performance as well as that of others.
PERSONAL LEARNING2] I can demonstrate an understanding of the ways in which a performance reflects the ideals, religions, and ethical dilemmas of current and past civilisations and cultures, as well as those of the artist/s who created the piece.
SELF- AWARENESS3] I can evaluate and analyse text, descriptions and actions to explore, articulate and justify character intention.
4] I can recognise a range of movement qualities in my own performance as well as that of others.
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 can demonstrate an understanding of and apply some of the processes involved in creating, developing and managing a performance, such as rehearsal, writing, scoring, scenography, choreography, improvisation, training performers, directing, and sound and lighting production).
WRITING
2] I can demonstrate acting skills, including focus and concentration, breath control, sensory recall, direction, body alignment, and control of isolated body parts, in the process of developing characterisation.
3] I can sing competently and with good breath control, alone as well as while forming part of a small or large group.
4] I can demonstrate increasing kinaesthetic awareness, focus and concentration in performing movement sequences.
5] I can plan scenes inspired by stories, ideas, characters and relationships in ways that engage an audience.
6] I can clearly demonstrate the principles of contrast, repetition and transition in a performance.
7] I am aware of the actor/audience relationship.
WRITING2] I can demonstrate acting skills, including focus and concentration, breath control, sensory recall, direction, body alignment, and control of isolated body parts, in the process of developing characterisation.
3] I can sing competently and with good breath control, alone as well as while forming part of a small or large group.
4] I can demonstrate increasing kinaesthetic awareness, focus and concentration in performing movement sequences.
5] I can plan scenes inspired by stories, ideas, characters and relationships in ways that engage an audience.
6] I can clearly demonstrate the principles of contrast, repetition and transition in a performance.
7] I am aware of the actor/audience relationship.
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 perform for different audiences and purposes using various genres, performance styles and traditions.
2] I participate actively and collaboratively in some, all or a combination of the following: rehearsal, production, performance, technical theatre and media production.
USE OF DIGITAL MEDIA
3] I display flexibility, imagination, self-motivation and organisation in my work.
2] I participate actively and collaboratively in some, all or a combination of the following: rehearsal, production, performance, technical theatre and media production.
USE OF DIGITAL MEDIA3] I display flexibility, imagination, self-motivation and organisation in my work.
Learning 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 apply new technologies to create and organise a portfolio of basic performing art materials on DVD.
MANAGING LEARNING
2] I can incorporate and use a range of available technical resources for dramatic effect, mood and atmosphere, such as MP3/music players, data projectors and lights.
USE OF DIGITAL MEDIA
3] I can effectively use a wide range of technical design conventions to add detail and enhance the dramatic effects of a performance.
USE OF DIGITAL MEDIA
MANAGING LEARNING2] I can incorporate and use a range of available technical resources for dramatic effect, mood and atmosphere, such as MP3/music players, data projectors and lights.
USE OF DIGITAL MEDIA3] I can effectively use a wide range of technical design conventions to add detail and enhance the dramatic effects of a performance.
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 demonstrate knowledge and an understanding of the role of key practitioners and their practices including composers, writers, choreographers, directors, designers, producers, musicians, dancers, actors and critics.
2] I can keep a journal to describe my own process leading up to a performance.
PERSONAL LEARNING
3] I can demonstrate commitment to developing the necessary practical skills in the performing arts.
PERSONAL LEARNING
4] I can demonstrate the ability to acquire knowledge, skills and competences through the process of research, action, reflection and evaluation.
PERSONAL LEARNING
5] I can demonstrate a developing understanding of the performing arts in written and oral form.
READING AND UNDERSTANDING
2] I can keep a journal to describe my own process leading up to a performance.
PERSONAL LEARNING3] I can demonstrate commitment to developing the necessary practical skills in the performing arts.
PERSONAL LEARNING4] I can demonstrate the ability to acquire knowledge, skills and competences through the process of research, action, reflection and evaluation.
PERSONAL LEARNING5] I can demonstrate a developing understanding of the performing arts in written and oral form.
READING AND UNDERSTANDINGLearning 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 collaborate in the process of presenting dance, demonstrating personal preparedness, respect for others’ contributions, and commitment to rehearsing.
2] I can work in pairs, threes, fives, etc.; identify and create a tableau; and use poetry, prop, music, drums, etc. to improvise (tell a story).
3] I manifest integrity, openness and respect towards others when collaborating in dance activities. I am able to appreciate and work with colleagues with different opinions, goals and personal traits.
SELF-AWARENESS
2] I can work in pairs, threes, fives, etc.; identify and create a tableau; and use poetry, prop, music, drums, etc. to improvise (tell a story).
3] I manifest integrity, openness and respect towards others when collaborating in dance activities. I am able to appreciate and work with colleagues with different opinions, goals and personal traits.
SELF-AWARENESSLearning 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 investigate the relationship between dance and the context in which it was developed in order to understand the meaning, implications and importance of historical events relevant to Malta and the wider world.
2] I can compare dances of ritual significance from different cultures and discuss their meaning and social importance.
WRITING
3] I display an ability to think critically about dance work and to use this as a source of cognitive, emotional, ethical and moral development and as a basis for independent thought.
COGNITIVE LEARNING
2] I can compare dances of ritual significance from different cultures and discuss their meaning and social importance.
WRITING3] I display an ability to think critically about dance work and to use this as a source of cognitive, emotional, ethical and moral development and as a basis for independent thought.
COGNITIVE LEARNINGLearning 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 create, choreograph and present an original movement activity or dance, displaying a good understanding of a range of dance techniques.
2] I can create a dance sequence, displaying how humour, pathos and personal experiences and views can be conveyed via movement and dance.
3] I can demonstrate a sound working knowledge of safe dance practices, which allows me to participate in and create dance activities with minimised risk of injury to myself and others,
4] I can choreograph a dance sequence for a video clip, based on a chosen theme, mood or topic.
USE OF DIGITAL MEDIA
2] I can create a dance sequence, displaying how humour, pathos and personal experiences and views can be conveyed via movement and dance.
3] I can demonstrate a sound working knowledge of safe dance practices, which allows me to participate in and create dance activities with minimised risk of injury to myself and others,
4] I can choreograph a dance sequence for a video clip, based on a chosen theme, mood or topic.
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 analyse and make decisions about structure, style and meaning in dance.
2] I can identify and describe a range of movement qualities in my own performance work as well as that of others.
3] I can contribute to a group discussion and give constructive feedback in a way that encourages the artistic development of others.
LEARNING TO BE
4] I can contribute to a group discussion about the ways in which the choreographer translates experience, ideas, emotions and conflict through dance.
LISTENING AND SPEAKING
5] I can contextualise dance in culture and history by exploring how each work relates to the time and place of its origin.
2] I can identify and describe a range of movement qualities in my own performance work as well as that of others.
3] I can contribute to a group discussion and give constructive feedback in a way that encourages the artistic development of others.
LEARNING TO BE4] I can contribute to a group discussion about the ways in which the choreographer translates experience, ideas, emotions and conflict through dance.
LISTENING AND SPEAKING5] I can contextualise dance in culture and history by exploring how each work relates to the time and place of its origin.
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: Dance: performing
1] I can create, remember and repeat a short dance sequence demonstrating a combination of different energy dynamics e.g. strong jumps, light running and swinging movements.
2] I can demonstrate different ways of travelling and jumping, with a clear sense of direction e.g. right, left, up and down.
3] I can travel in a variety of pathways and at different levels e.g. spirals, and I can demonstrate an understanding of and can move in the diagonal scale.
4] I can explore and demonstrate free, continuous, hesitant, sudden and strong movements.
5] I can demonstrate different ways of turning accompanied by arm/leg gestures and of jumping e.g. two feet to two feet; two feet to one foot; one foot to one foot; one foot to two feet.
6] I can experiment with manipulation of time, space, shape and dynamics in a group choreography.
7] I can create a longer action phrase combining all body themes in a sequence.
8] I can explain the functions of scenery, props, lighting, music and sound in creating a performance.
2] I can demonstrate different ways of travelling and jumping, with a clear sense of direction e.g. right, left, up and down.
3] I can travel in a variety of pathways and at different levels e.g. spirals, and I can demonstrate an understanding of and can move in the diagonal scale.
4] I can explore and demonstrate free, continuous, hesitant, sudden and strong movements.
5] I can demonstrate different ways of turning accompanied by arm/leg gestures and of jumping e.g. two feet to two feet; two feet to one foot; one foot to one foot; one foot to two feet.
6] I can experiment with manipulation of time, space, shape and dynamics in a group choreography.
7] I can create a longer action phrase combining all body themes in a sequence.
8] I can explain the functions of scenery, props, lighting, music and sound in creating a performance.
Subject Focus:
.
