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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%
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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
1.1 Integrating Across the Curriculum
To integrate across the curriculum and create context for your
performing arts lesson, consider starting with a brief
,exploration of different environments and animals found in
South Africa and Africa. For example:
Introduction: Begin by discussing the rich variety of
wildlife indigenous to South Africa, such as elephants,
lions, and giraffes. Show pictures or short clips of these
animals and their natural habitats to engage the learners.
Connection: Explain that while bears are not found in
Africa, the story about bears can help us learn about
different animals and their environments. You could
introduce a comparison between the habitats of bears and
those of local African animals.
Activity: Use a simple map to show where bears live
compared to where South African animals live. This can
help set the stage for understanding the story's setting and
context.
1.2 Selecting a Curriculum Outcome
Review the Foundation Phase curriculum to find an outcome
related to storytelling and performing arts. For instance:
Outcome: "Perform simple movements and actions to
accompany stories and songs."
Motivation: This outcome can be achieved through the
story of the bear hunt, as it involves repetitive and
engaging actions that children can perform along with the
story. By incorporating movement into the lesson, children
can better understand and experience the narrative.
, 1.3 Creating a Warm-Up Activity
For a warm-up activity aligned with the theme:
Activity: "Animal Movements"
o Description: Have the children imitate the
movements of different animals from the story (e.g.,
bear, frog, etc.). You can start by demonstrating how a
bear walks and then ask the children to move like a
bear. Gradually introduce other animals from the
story.
o Purpose: This helps students physically engage with
the theme and get their bodies ready for more
focused performing arts activities.
1.4 Developing a Sensory Awareness Activity
Based on the storyline and video:
Activity: "Sensory Exploration of the Forest"
o Description: Create a sensory-rich environment in the
classroom using different textures, sounds, and smells
that evoke the forest setting of the bear hunt. For
example, use a soft blanket to simulate grass, play
sounds of a forest (birds, wind), and introduce safe,
nature-themed scents (e.g., pine). Have students
explore these sensory elements and relate them to
scenes from the story.
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