Life Skills: Performing Arts, Visual Arts, (LSP1501)
Institución
University Of South Africa (Unisa)
Book
Teaching Integrated Arts in the Primary School
Well-structured LSP1501 Assignment 5 (ANSWERS) 2024 - DISTINCTION GUARANTEED. (DETAILED ANSWERS - DISTINCTION GUARANTEED!)..... QUESTION 1
State whether the following statements are true or false. (4)
(Insert your answers in the table below).
1.1 Artists frequently use colours to arouse the chil...
Life Skills: Performing Arts, Visual Arts, (LSP1501)
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LSP4801
Assignment 5 2024
Unique Number: 184457
Due Date:3 July 2024
QUESTION 1
1.1. True
1.2. False
1.3. True
1.4. False
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QUESTION 1
1.1. True
1.2. False
1.3. True
1.4. False
QUESTION 2
2.1 Installation Art
2.2 Pottery
2.3 Collage
2.4 Drawing
2.5 Printmaking
QUESTION 3
3.1.
Encouraging social development in a Grade 1 classroom can be effectively achieved through
integrating art activities that foster a sense of emotional satisfaction and cooperative
engagement among students. One approach is to design collaborative art projects where
children work together in small groups to create a mural or a large-scale collage from recycled
materials. This setup requires them to share materials, communicate their ideas, and agree on
the design, thereby learning valuable skills in cooperation and give-and-take.
Additionally, incorporating activities such as dance and creative movement can further enhance
social development. For instance, organizing regular dance sessions where children can
express themselves through movement allows them to experience nonverbal communication
and understand social rules like turn-taking and spatial awareness. These activities not only
promote gross motor skills but also teach children to consider others within a shared space, thus
fostering sensitivity and empathy.
By ensuring that every child participates equally and is not singled out, you promote an inclusive
environment where confidence and emotional control can thrive. This setup encourages even
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the shyest learners to engage, build self-esteem, and experience the joy of communal creativity,
ultimately fostering a socially harmonious and supportive classroom atmosphere.
OR
In a Grade 1 classroom, encouraging social development can be effectively achieved through
integrating various art activities. For example, providing children with opportunities to engage in
collaborative art projects such as mural painting or group collage-making allows them to practice
sharing resources and ideas. By working together toward a common goal, students learn the
importance of cooperation and collective effort. Equally significant is assigning them roles in
cleanup and organization, fostering a sense of responsibility and accountability.
To further enhance social interaction, incorporating activities like group singing, dancing, and
theatre can be especially beneficial. These forms of creative expression teach children to pay
attention to each other, understand social cues, and respect the dynamics of give-and-take.
Dance, in particular, acts as a nonverbal form of communication, helping children to internalize
social values and practice emotional control.
By rotating leadership roles in these activities, each child gets a chance to lead without fear of
judgment, building confidence and mutual respect. Through these methods, children not only
find emotional satisfaction and independence in their artistic choices but also cultivate essential
social skills that are foundational for their overall development.
3.2.
Vygotsky’s theory of social development, particularly the concepts of the Zone of Proximal
Development (ZPD) and scaffolding, offers a valuable framework for understanding and
assisting a child in creating scribbles. According to Vygotsky, learning is fundamentally a social
process, and it occurs most effectively when children engage in activities slightly beyond their
current abilities, with the guidance of a more knowledgeable other (such as a caregiver, teacher,
or peer).
To apply Vygotsky’s theory to assist a child making scribbles, it is important to first consider the
appropriate age for such an activity. Typically, children around the age of 2 to 4 years are in the
scribbling stage of drawing. At this developmental stage, they are just beginning to experiment
with making marks on paper and are not yet concerned with creating recognizable forms or
realistic depictions.
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