Examen
LSP1501 Assignment 3 2024
- Cours
- Établissement
LSP1501 Assignment 3 Semester 1 2024
[Montrer plus]
10 revues
Par: lihle98k • 4 mois de cela
Par: mashegonokuthula276 • 4 mois de cela
Par: elisamajor • 4 mois de cela
Still need to be edited
Par: ngcobophilile323 • 4 mois de cela
Par: ntandonombuso1 • 4 mois de cela
Par: moniqueredelinghuys • 5 mois de cela
Par: lmmatlabyane5 • 4 mois de cela
Vendeur
S'abonner
gradguru23
Avis reçus
Aperçu du contenu
LSP1501ASSIGNMENT 3
DUE DATE: 29 MAY 2024
,6. ASSESSMENT 3 QUESTIONS
SECTION A: PERFORMING
ARTS Question 1
1.1 Look at each of the activities in column A and match them with an item in column B.
Column A Column B
A Singing a song to learn the ABCs Learn with music
B Learning to discriminate between different tempos Learn from music
C Playing music in the background while learners Learn about music
are doing mathematics
D Playing musical chairs Learn through music
E Keeping the beat
1.2 Which of the following activities are NOT examples of performing arts activities?
Activity Yes No
a Sensory play in the sand
b Free play in the fantasy corner
c Obstacle course
d Multiple-station activities
e Teaching children to play musical instruments, such as the
piano,
violin or flute
f Teaching children to dance the cha cha, tango and/or ballet
g Doing star jumps to warm up
h Being able to memorise and repeat a rhythmic pattern
1.3 Prompting ChatGPT on the role of a teacher in the performing arts class,
the language model generated the following response:
In a Performing Arts class, the teacher has a paramount role in introducing students to
different forms and techniques of theatre, dance, music, and other performing arts.
,They are responsible for creating a safe and encouraging environment that invites students
to express their creativity.
The teacher is a guide and a mentor, inspiring students to explore their potential, pushing
them beyond their limitations, and helping them set and reach their goals. They teach
techniques and skills to the students, such as vocal projection, stage presence,
choreography, or musical composition, and encourage practice, experimentation, and
collaboration.
The teacher also plays an important role in building the students' confidence and self-
esteem, by providing constructive feedback, recognition, and encouragement. They advise
and support students in their personal and artistic development, helping them discover and
develop their individual talents and interests.
Apart from teaching students the skills of performing arts, the teacher also introduces
students to a wider cultural spectrum, outlining the historical and social context of various
forms of art. In and out of the classroom, the teacher creates opportunities for students to
attend performances, interact with professionals, and engage with various forms of cultural
expression.
Overall, the teacher in a performing arts class assumes a multifaceted role, combining
artistic expertise, pedagogical skills, and leadership, to facilitate students' journey towards
artistic discovery, skill development, personal growth, and cultural enrichment.
What you are required to do: Critically analyse and evaluate the above AI-generated
response and identify the key role and responsibilities that a performing arts teacher
(or any teacher) must fulfil, but which are missing from the AI-generated response.
According to the study Guide pg.13 & 56
The teacher is responsible for leading learners in a dance class either as individuals or as
groups. The teacher’s focus in this instance is to teach and guide learners as they go
through various dancing techniques.
The teacher needs to guide learners to do proper stretching and well-coordinated dance
moves to avoid dance injuries. Learners develop and refine their dance practices and steps
under the teacher’s instructive guidance. Most children also feel comfortable being taught
and guided by their fellow classmates. The teacher therefore should allow such lateral
dance movement guidance and tuition. After each lesson, the teacher can conduct a
summative assessment and evaluate the session, advising learners accordingly to make
alterations and improvements for the next session. A dance teacher is often faced with the
following additional roles: monitoring learners during the dance class and rehearsal;
planning the dance activities; instructing and making suggestions to learners during class;
being flexible to adapt teaching methods and strategies to improvise; and creating a
coherent, well-sequenced and quality dance session. The teacher may also explore the
, teaching of alternative genres of dance. The dance teacher should ensure the safety of the
dance space (Wood 2020).
Creating a safe environment: The grounds for planning music activities are based on quality
musical activities in a safe, stimulating musical environment.
The role of the music teacher is to ignite the learner’s curiosity and desire for his own
musical learning and to create a safe environment in which a learner will be able to freely
and spontaneously express themselves musically. Teachers should ensure that
classrooms are supportive and safe, and that learners can take risks and make mistakes
to learn and grow in confidence. Play-based learning: When teaching music, the teacher
must ensure that there is more music and less teaching. For example, it is a good idea to
start a lesson with a greeting song, instead of holding a greeting conversation. Let children
sing “Hello everyone and how are you?” – In this way the music lesson is more social and
fun and less instructive, which is what learners prefer. Singing should be a positive
experience for learners. Apart from the fun of singing and playing games, they will also
enjoy the satisfaction of mastering new skills.
Active participation: A learner-centred classroom will allow learners to play an active role in
their own learning. Learners should be allowed to be creative and learn through interactions
with peers and adults. They should have opportunities and enough time to participate and
experiment in a variety of learning activities which include concrete, hands-on learning
experiences.
Abstract concepts such as low and high notes, or fast or slow music, should be
demonstrated by using pictures, gestures or physical activities. The teacher can take this
opportunity to use different materials to produce sound, for example, using bottles to
produce pitch, and pots and tins to produce rhythmic patterns, creating percussion
instruments from bottle tops, using plastic bottles for shakers with pebbles inside or creating
drums from tins for learners to make music with.
1.4 Identify one story (children’s literature) that you can use as a scenario to explore in
a dramatic play lesson. Give the title and author and then explain why this specific
story would be appropriate for a dramatic play. What teaching outcome do you
aim to achieve by exploring the storyline through dramatic play?
, Title: Goldilocks and the Three Bears
Author: Robert Southey
"Goldilocks and the Three Bears" would be a good choice for exploring in a dramatic play
lesson due to its engaging storyline and the opportunity it provides for children to act out
different characters and scenarios.
In this story, Goldilocks enters the home of the three bears and encounters various objects
and settings of different sizes, eventually tasting their porridge, sitting in their chairs, and
sleeping in their beds. The story involves a clear sequence of events and distinct
characters, making it easy for children to understand and act out.
Exploring "Goldilocks and the Three Bears" through dramatic play can help achieve several
teaching outcomes:
Language Development
Acting out the story encourages children to use language to express themselves and
narrate the events. They can practice using descriptive words to talk about the characters
and their actions.
Social and Emotional Development
By taking on different roles, children can explore different perspectives and emotions. They
can empathize with the characters' feelings and learn to consider the consequences of their
actions.
Creativity and Imagination
Dramatic play allows children to use their imagination to bring the story to life. They can
create their own interpretations of the characters and settings, fostering creativity and
original thinking.
Problem-Solving Skills
As children act out the story, they may encounter situations where they need to solve
problems or make decisions, such as deciding how Goldilocks should behave in the bears'
house or how the bears should react to her presence.
Les avantages d'acheter des résumés chez Stuvia:
Qualité garantie par les avis des clients
Les clients de Stuvia ont évalués plus de 700 000 résumés. C'est comme ça que vous savez que vous achetez les meilleurs documents.
L’achat facile et rapide
Vous pouvez payer rapidement avec iDeal, carte de crédit ou Stuvia-crédit pour les résumés. Il n'y a pas d'adhésion nécessaire.
Focus sur l’essentiel
Vos camarades écrivent eux-mêmes les notes d’étude, c’est pourquoi les documents sont toujours fiables et à jour. Cela garantit que vous arrivez rapidement au coeur du matériel.
Foire aux questions
Qu'est-ce que j'obtiens en achetant ce document ?
Vous obtenez un PDF, disponible immédiatement après votre achat. Le document acheté est accessible à tout moment, n'importe où et indéfiniment via votre profil.
Garantie de remboursement : comment ça marche ?
Notre garantie de satisfaction garantit que vous trouverez toujours un document d'étude qui vous convient. Vous remplissez un formulaire et notre équipe du service client s'occupe du reste.
Auprès de qui est-ce que j'achète ce résumé ?
Stuvia est une place de marché. Alors, vous n'achetez donc pas ce document chez nous, mais auprès du vendeur gradguru23. Stuvia facilite les paiements au vendeur.
Est-ce que j'aurai un abonnement?
Non, vous n'achetez ce résumé que pour €2,70. Vous n'êtes lié à rien après votre achat.
Peut-on faire confiance à Stuvia ?
4.6 étoiles sur Google & Trustpilot (+1000 avis)
85073 résumés ont été vendus ces 30 derniers jours
Fondée en 2010, la référence pour acheter des résumés depuis déjà 14 ans