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LSP1501 Assignment 9 (COMPLETE ANSWERS) 2024 (164920) - DUE 8 October 2024
LSP1501 Assignment 9 (COMPLETE ANSWERS) 2024 (164920) - DUE 8 October 2024
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,LSP1501 Assignment 9 (COMPLETE ANSWERS)2024 (164920) - DUE 8 October 2024 ; 100%
TRUSTED Complete, trusted solutions and
explanations.
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 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)
,To integrate across the curriculum and create context in a
performing arts lesson on the story "Bear Hunt," you can
incorporate Geography and Life Sciences to compare local
wildlife to the bear species in the story. For instance:
Geography Integration: Start by discussing the types of
habitats in South Africa (e.g., savannas, grasslands, and
forests) and compare them with the habitats where bears
live, such as temperate forests in other countries. This
helps learners understand the setting of the story.
Life Sciences Integration: Introduce learners to indigenous
animals in South Africa, like lions or leopards, and explore
similarities and differences between these animals and
bears. This broadens their understanding of local fauna.
Language Integration: In storytelling, you can encourage
learners to translate parts of the bear hunt story into a
local language or adapt it to feature an indigenous animal.
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)
Curriculum Outcome: An outcome from the Life Skills
curriculum for the Foundation Phase that can be taught through
the "Bear Hunt" story is:
, Creative Arts (Drama): "Demonstrates an understanding of
role-play and dramatization by acting out stories using
movement, voice, and facial expressions."
Motivation: The bear hunt story involves a sequence of events
that requires the learners to pretend they are in different
environments (grass, mud, water, etc.). Through dramatization,
learners can actively participate in storytelling, using their
bodies and voices to express emotions and actions. This
outcome enhances their creativity, physical coordination, and
ability to engage with the narrative.
1.3 Create a warm-up activity for the lesson that is aligned to
the theme. (2)
Warm-up Activity: "Animal Movements"
Instructions: Ask learners to imitate various animals'
movements that they might encounter during the "bear
hunt" (e.g., crawling like a snake, hopping like a frog,
stomping like an elephant). This activity gets them moving,
loosens their muscles, and prepares them for the
dramatization part of the lesson. Encourage them to use
their imagination as they explore different animal
movements.
1.4 Develop a sensory awareness activity based on the
storyline and video. (3)
Sensory Awareness Activity: "Feel the Environment"
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