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LSP1501 Assignment 9 (COMPLETE ANSWERS) 2024 (164920) - DUE 8 October 2024
- Course
- LSP1501
- Institution
- University Of South Africa
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LSP1501 Assignment 9(COMPLETE ANSWERS) 2024
(164920) - DUE 8 October 2024
100% GUARANTEED
,LSP1501 Assignment 9 (COMPLETE ANSWERS) 2024
(164920) - DUE 8 October 2024
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: Integrating Across the Curriculum (3 marks)
Since bears are not indigenous to Africa, you could integrate environmental studies and
geography into your performing arts lesson. Begin by introducing the concept of different
habitats and ecosystems around the world. Discuss where bears live (North America, Europe,
and Asia) and contrast this with South Africa’s own wildlife. You could also explore the animals
in South Africa’s national parks, discussing the role of wildlife in different cultures. This way,
you introduce a global perspective while making connections to local biodiversity.
Question 1.2: Curriculum Outcome (2 marks)
Curriculum Outcome: "Responding to stimuli through movement and improvisation."
This outcome fits the Bear Hunt story, which is rich in sensory stimuli, such as moving through
grass, water, and mud. Children can respond by mimicking these actions, using their bodies to
express the different textures and sounds. This promotes kinesthetic learning and enhances
understanding through physical representation of the story.
Question 1.3: Warm-up Activity (2 marks)
A warm-up could involve a simple “Animal Movement” game. Ask the children to move around
the room like different animals they would encounter on a bear hunt: walking like a bear,
splashing like fish, or crawling like insects. This gets them physically active while staying in the
theme of the story.
Question 1.4: Sensory Awareness Activity (3 marks)
, Create a sensory walk-through based on the story. Lay down different textured materials like
grass (use green paper), mud (soft clay or brown fabric), and water (blue fabric or sponges).
Blindfold the learners and let them walk over these textures, guessing what they’re walking
through. They can describe how each texture feels, relating it back to the scenes in the Bear Hunt
story, enhancing both sensory awareness and storytelling skills.
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 2.1: Lesson Plan (Body) for "Responding to stimuli through movement
and improvisation" (5 marks)
Grade: 2
Theme: Bear Hunt
Introduction:
Start by playing one of the Bear Hunt videos. Encourage students to pay attention to how
the characters move through different environments (e.g., grass, mud, river).
Briefly discuss the environments and how they would feel if they walked through them
(soft grass, sticky mud, cold river).
Main Activity:
1. Movement through Story:
o Tell the story of the bear hunt while leading the children in mimicking the actions.
For each part of the journey (e.g., walking through tall grass, splashing through
the river), have the students improvise how they think their bodies would move.
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