Class: Junior Secondary School 3 (JSS 3 / JS3)
Term: Third Term
Week: 5
Age: 14 years
Duration: 45 minutes
Subject: Cultural and Creative Arts
Curriculum Theme: Cultural and Creative Arts
Previous Lesson: Process of Choreography: Processes Involved in Choreography Gathering of the Movement.
Topic: PROSPECTS OF STUDYING DANCE IN NIGERIA
Subject Matter: Prospects of dance in Nigeria.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Define the term “prospects” in relation to dance.
Identify various prospects of studying dance in Nigeria.
Explain how dance can generate income and foreign exchange.

Affective Domain:

Appreciate the economic and cultural value of dance.
Develop an interest in promoting Nigerian dance forms.
Recognize dance as a viable career option.

Psychomotor Domain:

Participate actively in discussions about dance prospects.
Suggest ways to utilize dance for tourism and cultural promotion.
Illustrate examples of Nigerian dance forms that serve as cultural indicators.

Promote cultural heritage through understanding dance prospects.
Encourage peer participation in cultural activities.
Relate the importance of dance to national development.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Cultural and Creative Arts JSS 3.
State Unified Scheme of Work for Cultural and Creative Arts JSS 3.
Cultural and Creative Arts for Junior Secondary Schools 3.
Relevant pictures and video clips of Nigerian dances and carnivals.

Instructional Materials

The teacher will teach this lesson with the aid of:

Pictures showing different Nigerian dance performances.
Video clips of carnivals and cultural festivals in Nigeria.
A chart illustrating the prospects of dance in Nigeria.

Rationale for the Lesson

This lesson helps pupils understand the various benefits and opportunities associated with studying dance in Nigeria. It enables pupils to see dance not just as an art form but also as a potential source of livelihood, national income, and a tool for cultural preservation and promotion.

Prerequisite/Previous Knowledge

Pupils are expected to have a basic understanding of what dance is and to be familiar with some traditional and contemporary Nigerian dance forms.

Lesson Content/Board Summary

PROSPECTS OF STUDYING DANCE IN NIGERIA

Meaning of Prospects

Prospects refer to the possibilities or chances of future success or benefits. In the context of dance, it means the potential advantages and opportunities that come from engaging in or studying dance in Nigeria.

Dance as a Source of Income for the Government and Performers

Studying dance can provide a means of livelihood for individuals and generate revenue for the government. This can happen through:

Performances: Dancers are paid for performing at events, concerts, and festivals.
Teaching: Dance instructors earn income by teaching dance in schools, academies, or private lessons.
Choreography: Choreographers are paid to create dance routines for various productions.
Cultural Industries: Dance contributes to the entertainment and tourism industries, creating jobs and income.
Government Revenue: Taxes are paid by dance practitioners and companies, contributing to government funds.

Dance as a Source of Foreign Exchange (Tourism Industry)

Dance plays a significant role in attracting foreign visitors and earning foreign currency for Nigeria. This occurs when:

Carnivals and Festivals: Events like the Calabar Carnival, which feature extensive dance performances, attract international tourists.
Cultural Exchange Programs: Nigerian dance troupes perform abroad, showcasing our culture and earning foreign exchange.
Tourism: Foreigners visit Nigeria to experience its rich cultural heritage, including traditional dances.
Export of Culture: Dance can be packaged and exported as a cultural product.

Dance as a Cultural Indicator and Promoter

Dance is a powerful tool for indicating and promoting the cultural identity of various Nigerian ethnic groups. It helps to:

Preserve Tradition: Traditional dances pass down customs, stories, and histories from one generation to another.
Express Identity: Different dance styles represent the unique values, beliefs, and way of life of a particular community.
Unify People: Dance performances can bring people together, fostering a sense of community and shared heritage.
Educate: Dance can be used to teach about history, social structures, and moral values.
Showcase Richness: It highlights the diversity and richness of Nigeria’s cultural heritage to the world.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils, reviews the previous lesson on types of Nigerian dances, and then introduces the new topic, “Prospects of Studying Dance in Nigeria.”
Pupils’ Activity: Pupils respond to greetings, recall the previous lesson, and listen attentively to the introduction of the new topic.
Learning Point: Pupils are prepared for the new lesson and connect it to their prior knowledge.

Step 2: Explanation of “Prospects”

Time: 5 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains the meaning of “prospects” in the context of studying dance, emphasizing future benefits and opportunities.
Pupils’ Activity: Pupils listen and ask questions for clarification regarding the term “prospects.”
Learning Point: Pupils understand the core concept of the lesson.

Step 3: Dance as a Source of Income

Time: 10 minutes
Teaching Skill: Discussion/Illustration
Teacher’s Activity: The teacher explains how dance can be a source of income for performers and the government, giving examples of dance careers and revenue generation.
Pupils’ Activity: Pupils contribute by mentioning ways dancers earn money and how government benefits from cultural events.
Learning Point: Pupils identify the economic benefits of dance for individuals and the nation.

Step 4: Dance as a Source of Foreign Exchange

Time: 10 minutes
Teaching Skill: Explanation/Visual Aids
Teacher’s Activity: The teacher uses pictures or video clips to illustrate how dance, especially through tourism and carnivals, brings in foreign exchange to Nigeria.
Pupils’ Activity: Pupils observe the visuals, discuss what they see, and explain how these activities attract foreign currency.
Learning Point: Pupils understand dance’s role in international tourism and foreign exchange earnings.

Step 5: Dance as a Cultural Indicator and Promoter

Time: 5 minutes
Teaching Skill: Lecture/Questioning
Teacher’s Activity: The teacher explains how dance serves as a symbol of cultural identity and a means of promoting Nigerian heritage both locally and internationally.
Pupils’ Activity: Pupils give examples of dances that represent specific cultures and discuss how dance promotes their heritage.
Learning Point: Pupils recognize dance as a vital aspect of cultural identity and promotion.

Step 6: Discussion and Examples

Time: 5 minutes
Teaching Skill: Facilitation
Teacher’s Activity: The teacher facilitates a general discussion, encouraging pupils to share their thoughts on the prospects of dance and provide more examples from their communities.
Pupils’ Activity: Pupils actively participate, sharing personal experiences and examples of dance’s role in their communities.
Learning Point: Pupils deepen their understanding through shared knowledge and real-life examples.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

What does “prospects of studying dance” mean?
Mention two ways dance can be a source of income for performers.
How does dance contribute to Nigeria’s foreign exchange earnings?
Explain how dance serves as a cultural indicator and promoter.

Pupils’ Activity: Pupils answer orally and in writing.
Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the key points of the lesson, emphasizing the importance of dance for personal development, economic growth, and cultural preservation. The teacher then assigns homework for pupils to research a famous Nigerian dancer and their contributions.
Pupils’ Activity: Pupils listen to the summary, take note of the homework, and ask any final questions.
Learning Point: Pupils consolidate their learning and are given a task to reinforce their understanding.

Lesson Keywords

Prospects – Future possibilities or chances of success.
Income – Money received, especially on a regular basis, for work or through investments.
Foreign Exchange – Foreign money that can be used for international trade or tourism.
Tourism – The activity of traveling for pleasure or business.
Cultural Indicator – Something that shows or represents a particular culture.
Promoter – Someone or something that helps to make a product, idea, or event popular or successful.

Differentiation

For pupils who grasp concepts quickly, they will be encouraged to lead discussions and provide more elaborate examples. For pupils needing more support, the teacher will provide simplified explanations, visual aids, and direct questions to ensure understanding.

Note for teachers using this lesson plan

Teachers should encourage pupils to share examples of dance from their local communities to make the lesson more relatable. Emphasize the economic and cultural significance of dance beyond entertainment. Use real-life examples of successful dancers or cultural events to inspire pupils.