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. 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 5
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 body
poster using the shapes. Ensure that all kinds of shapes are used. Explain how you would
present this activity. Do not write a lesson plan. Submit a photo of one of the body artworks
produced by the learners. (10) Question 4 Compare Lowenfeld’s and Fox and Schirrmacher’s
stages of development to organise their views of art in the development of the child. (10)
TOTAL FOR SECTION B: 35 MARKS LSP1501/ASSESSMENT 9/2024 7 SECTION C:
PHYSICAL EDUCATION PROF KROG Question 1 (16) Based on planning a lesson in Unit 9,
several videos have been uploaded which you need to view to answer the questions below.
The structure of your answer must be completed as indicated. The videos are uploaded within
the Assessment 9 shell. 1. Aim of activity: This is a very short instruction of an activity, eg Walk
on the beam 2. Question: “Can you walk on the beam?” 3. The stick figure drawing 4. Outcome:
(What perceptual motor skill/s is it developing or are being developed) Station 1 View link for
, video 1 of an activity station Aim: Question: Drawing Outcome: Station 2 View link for video 2 of
an activity station Aim: Question: Drawing Outcome: 8 Station 3 View link for video 3 of an
activity station Aim: Question: Drawing Outcome: Station 4 View link for video 4 of an activity
station Aim: Question: Drawing Outcome: Station 5 View link for video 5 of an activity station
Aim: Question: Drawing Outcome: LSP1501/ASSESSMENT 9/2024 9 Station 6 View link for
video 6 of an activity station Aim: Question: Drawing Outcome: Station 7 View link for video 7 of
an activity station Aim: Question: Drawing Outcome: Station 8 View link for video 8 of an activity
station Aim: Question: Drawing Outcome: 10 Question 2 (15) Analyse the stations according to
the videos and provide a clear motivation why you must develop these various skills (the skills
you have mentioned in Question 1) for learners. Provide a list of 5 different skills, which video /
station it appears in and their impact the child in the classroom according to the table below:
Video numbers Name the gross motor skill/s developed Impact on learning if neglected,
underdeveloped Impact on learning if neglected, underdeveloped Video numbers Name the
gross motor skill/s developed Impact on learning if neglected, underdeveloped Impact on
learning if neglected, underdeveloped Video numbers Name the gross motor skills developed
Impact on learning if neglected, underdeveloped Impact on learning if neglected,
underdeveloped Video numbers Name the gross motor skills Impact on learning if neglected,
underdeveloped Impact on learning if neglected, underdeveloped LSP1501/ASSESSMENT
9/2024 11 Video numbers Name the gross motor skill/s developed Impact on learning if
neglected, underdeveloped Impact on learning if neglected, underdeveloped Question 3
PRACTICAL TASK OF FLASHCARDS (4) Look at the two images inserted below: A) Various
body positions flashcards with the teacher and learners B) Four flashcards on sheet 12 What is
expected from you? • You must develop your own set consisting of 4 flashcards. • You may use
ideas from the internet. • You must demonstrate the position and have only any one child in the
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