LSP1501 Assessment 9 (164920) Due 8 October 2024

The Question When we plan performing arts classes for the Foundation Phase, we can go to the internet to find ideas. What we need to teach and the outcomes the learners must achieve can be found in the curriculum statements. Below is a story linked to the theme: Bear hunt. Below are two links to videos telling the same story in two different ways. Use the video recording to answer the following questions. SECTION A Question 1 [10] 1.1 Bears are not indigenous to South Africa or Africa. In your introduction to the performing arts lesson, how will you integrate across the curriculum to create context? (3) 1.2 Once you have watched the videos, visit the curriculum and familiarise yourself with the curriculum outcomes in the Foundation Phase. Select an outcome from the curriculum that can be taught through the story (video) and motivate your decision. (2) 1.3 Create a warm-up activity for the lesson that is aligned to the theme. (2) 1.4 Develop a sensory awareness activity based on the storyline and video. (3) LSP1501 ASSESSMENT 9 2024 Question 2 [15] 2.1 Based on the videos and the theme of the bear hunt, develop a lesson plan (just the body of the lesson) to show how you will teach the outcome you have selected from the curriculum. Also indicate the grade for which you develop your lesson. Your lesson activities must be appropriate for the grade you have selected. (5) 2.2 Explain how you will determine if learners have achieved the outcome of your lesson. (3) 2.3 Develop a cooling down exercise for your lesson that is aligned to the theme of the lesson. (2) 2.4 Identify 5 skills (try to find one per developmental domain) that you will be able to develop through this activity. (5) Question 3 [10] 3.1 The story of the bear hunt lends itself to the beat of a march. Which one of the time signatures below indicate a march? (2) A B C 3.2 Just use the melody of the first line of the song “We are going on a bear hunt” and develop body percussion actions just to match this one line. Your instructions must be very specific and match the rhythm. (5) 3.3 How will you use the story line and tempo to teach about emotions? (3) TOTAL FOR SECTION A: 35 MARKS 6 SECTION B: VISUAL ARTS MS MALIMELA Question 1 [10] 1.1 What do you understand by the concept design principles? (2) 1.2 Imagine that you are a Grade R teacher, and you are helping a 5-year-old child to choose a secondary colour from the box of crayons. Draw one example of an object you can show the child to match with green. (2) 1.3 The concept “holistic development” is described as seeing the child’s development in totality. Demonstrate your understanding of the concept by describing the following aspect and how they are related to visual art. Support with appropriate examples. (6) a) social b) cognitive Question 2 Study the picture below and answer the question that follows. Identify FIVE principles of design you have studied and judge its importance in the design of art. (5) Question 3 Read the statement below and answer the question that follows. Between the ages of two and three years, children can build towers out of blocks, mould clay into rough shapes, and scribble with a crayon or pen. Design a group activity where you will give learners different shapes. Ask learners to do a