Looking for tips on how to write better performing arts lesson plans? This three-step method is simple and easy to follow for effective lessons every time.
Part 1: Arts Building block (technique instruction)
The first step in your lesson plan is identifying what specific building block (skill or concept) your students will be learning about. Typically this will come directly from your curriculum documents. The more specific the chosen skill is, the better.
For example:
- the difference between quarter notes and eighth notes in music
- high, medium, and low level shapes in dance
- using voice to portray different emotions in drama
In the first part of the lesson, this is where you will introduce the skill, connect to prior learning, and conduct any formal instruction. This can include a warm-up activity, connection or review of what has been learned previously, especially if the skill you are learning builds on a previous lesson or grade.
Part 2: Example (watching/listening)
The second step in your lesson plan is introducing some examples of the skill you have introduced. This might include watching or listening to an example or demonstration. A key part of sharing examples during your performing arts lessons is including discussion during or afterwards to point out key observations and teaching points.
Checklists are very handy in this part of the lesson to keep track of students’ contributions to discussions for evaluation purposes.
- listening and following along to the sheet music for a song that uses a rhythm pattern made up of quarter notes and eighth notes
- watching a short dance performance that uses a wide variety of levels
- watching a video clip of a cartoon that features a variety of emotions
Part 3: Skill practice (performing/doing)
Finally, your lesson plan should always include the opportunity for students to practice the introduced skill in a practical way. This offers an opportunity for evaluation of students’ individual progress with the skill.
Skill practice does not have to include “performance” in the formal sense – any practical way that students are using the skill is valuable.
- Students play a rhythm game which requires them to clap short rhythmic patterns using quarter notes and eighth notes
- Students create a short dance phrase that focuses on using different levels
- Students play an improv game that requires them to read a short neutral phrase with different emotions (their faces are obscured so that the other students must identify the emotion by voice only)
How long is each portion of the lesson?
Depending on your lesson progression, and just like with any other subject, some lessons will be heavier in skill instruction and some will be heavier in skill performance. This is normal. What is important is that you remember to include each section in at least some small capacity in order to offer a balanced lesson.
