LSP1501- Assessment 9.

Ntombikayise Precious Mthembu- 48881295

Section A
Question 1:
1.1. To integrate the curriculum and create context in your performing arts lesson, you
can begin by discussing the concept of animals and their habitats. Since bears are
not indigenous to South Africa, you can start by introducing the lesson by discussing
different animals that are from South Africa such as: lions, elephants, rhinos, etc. You
can also discuss the types of habitats found in South Africa and compare them with
the habitats where bears live, such as temperature forests in other countries, this
helps learners understand the setting of the story.
1.2. An outcome from the Life Skills curriculum for the foundation phase that can be
taught through the Bear hunt story is:
Creative arts- This shows an understanding of role-play by acting out stories using
movement, voice, and facial expressions. The bear hunt stories include various events that
require the learners to pretend they are in different environments (grass, mud, water, etc).
Through dramatization learners can participate actively in storytelling, using their bodies and
voices to express emotions and actions. This will enhance their creativity, physical
coordination, and the ability to engage with the narrative.
1.3. Warm up activity: Animal movements.
• Ask the learners to imitate various animals that they might encounter during
the bear hunt (e.g., hopping like a frog, stomping like an elephant). This
activity will get them to move around loosening their muscles and prepare
them for the dramatization part of the lesson.
1.4. For the sensory awareness activity, I would create an activity where learners close
their eyes and imagine different sensory experiences described in the story.
• For example: Touch- What would it feel like to walk through grass or sand?
Learners could mimic the sensations by using different kinds of material.
• Sight- I would ask learners to visualize the different environments described.
• Sound- Ask learners which sound they could hear in the different places
described in the story. Example: what sound would you hear by the river, in
the forest, in the cave, etc.
Question 2:
Lesson plan (Grade 1)
Theme: Bear Hunt
Outcome: Learners will be able to sequence events from a story.
Lesson body:
1. Introduction (5 minutes)
• Begin by reading the story “We’re going on a bear hunt” aloud to the learners.
• Discuss the main events of the story briefly.
2. Activity (15 minutes)
• Provide learners with a set of picture cards that depict different scenes from
the story (e.g., crossing a river, walking through the forest, finding the bear,
etc.)
• Ask learners to work in pairs to arrange the picture cards in the order they
occurred in the story.
2.2. To determine if learners have achieved the outcome of the lesson, I will:
• Observe their participation during the group activity and presentation.
Active participation indicates they were listening and comprehending the
story.
• Ask questions about the story during the discussion. Their ability to
answer correctly will show their level of comprehension.
• Using rubrics to assess student work against specific criteria can provide
a clear indication of whether the learner outcomes have been met.
• Allowing learners to assess their own work or that of their peers can
promote reflection and provide additional perspectives on their
achievement of the learning outcomes.
• Provide constructive feedback to learners on their performance can help
them understand their progress and areas for improvement.
2.3. To cool down, we will have a quiet activity that is still aligned with the theme of
the lesson. Learners will be asked to draw a picture of their favourite part of the
bear hunt story. This will allow them to reflect on the story and express their
thoughts in a calm and creative way.
2.4. Listening skills: Learners will enhance their ability to listen attentively to the
story and to their peers’ presentations.
• Social skills: Participating in the activity can foster teamwork,
communication, and collaboration with others.
• Motor skills: The act of drawing their favourite part of the story will help
in developing their fine motor skills.
• Physical skills: Engaging in the activity can improve the fine motor skills,
coordination, and physical dexterity.
• Language skills: The activity may provide opportunities to expand
vocabulary, practice verbal communication, and enhance literacy skills
through reading instructions or materials.
Question 3:
3.1. A march typically uses aa time signature of 4/4 or sometimes 2/4. These signatures
create a strong, regular beat that is a characteristic of march music. If you have specific
options to choose from, look for either of these time signatures to indicate a march rhythm.
3.2. Body percussion for “We are going on a bear hunt”.
To match the rhythm of the first line of the song “we are going on a bear hunt” you can use
the following body percussion actions:

• Start with a stomp on “WE”.

• Clap on “are”
• Pat your thighs on “going”.
• Clap on “bear”
• Pat your thighs on “hunt”.
3.3. To teach about emotions using the storyline and tempo of “we are going on a bear hunt”
you can:

• Discuss how the tempo of the story changes as the characters encounter different
obstacles, reflecting the emotions of excitement, fear, and determination.
• Use the storyline to prompt discussions about the characters’ emotions at different
points in the story, encouraging learners to express and understand their own
emotions.
Section B:
Question 1:
1.1. Design principles refer to a set of guidelines or rules that help designers create
effective and aesthetically pleasing designs. These principles are based on research,
user experience, and best practices in the field of design. They provide a framework
for making design decisions and ensuring that the final product meets the needs of
the users. Some common design principles include:
• Repetition: Repeating certain design elements to create unity and
consistency.
• Balance: Achieving visual equilibrium by giving out elements evenly
throughout the design.
• Simplicity: Striving for simplicity and minimalism in design to enhance clarity
and ease of use.
By adhering to these design principles, designers can make visually appealing
and user-friendly designs that effectively communicates the intended message or
purpose.
1.2.

1.3.
Holistic development refers to the overall growth and progress of a child in various
aspects of their life. In the context of visual art, holistic development can be
understood through the following aspects:
• Social: Visual art provides opportunities for social interaction and
collaboration.
• Cognitive: Visual art stimulates cognitive development by encouraging
critical thinking, problem solving and creativity. When children engage in art
activities, they are required to make decisions, experiment with different
materials, and express their ideas visually. This aspect of cognitive
development is crucial as it enhances children’s ability to think creatively,
analyse visual information, and develop their own perspectives.
Question 2:

• Contrast: This refers to how different elements are in design; these differences
make various elements stand out. This principle is important in creating accessible
designs, insufficient contrast can make text content in particular very difficult to read,
especially for people with visual impairments.
• Emphasis: This principle deals with the parts of a design that are meant to stand
out, example: The most important information the design is meant to convey.
• Balance: This refers to the distribution of visual weight in a composition. It can be
symmetrical, asymmetrical, or radial. It helps create a sense of stability and harmony.
• Rhythm: Rhythms can be used to create several feelings; they can create
excitement or create reassurance and consistency, but it all depends on how they
are implemented.
• Movement: This principle creates a sense of motion or flow in a composition, it can
be achieved through the use of lines, shapes, or repetition of elements.
Question 3:
To present the activity of creating a body poster using different shapes, I will do the
following:

• Introduction: I will start by explaining the aim of the activity and its connections to
shapes and body art.
• Materials: I will provide learners with a variety of shapes such as circles, squares,
ovals, etc. I will the make sure that different sizes and colours are available.
• Instructions: I will then explain to the learners that they will use these shapes to
create a body poster and encourage them to think creatively and use the shapes to
represent different body parts or objects related to the body.
• Demonstration: I will show the learners an example of a body poster made of
different objects and shapes to give them an idea of what they can do, and I will
highlight the use of different shapes and how they can be combined or used together.
• Group work: I will follow by dividing the learners into small groups and distribute the
shapes. I will give them time to discuss and plan their body posters and encourage
collaboration and sharing of ideas.
• Creation: I will provide learners with a large sheet of paper or a poster board and let
them arrange the shapes on the paper to create their body posters.
• Reflection: After the activity, I will have a group discussion where learners can share
their body artworks and explain their choices.
Question 4:
Both Lowenfeld and Fox and Schirrmacher have identified stages of artistic development in
children. However, Fox and Schirmacher’s stages focus more on cognitive and emotional
development, while Lowenfeld’s stages emphasize artistic skills and techniques. Lowenfeld’s
development in art focus on the artistic growth and expression of children, according to
Lowenfeld, children progress through various stages as they develop artistic abilities: The
three stages are as follows:

• Scribbling stage: This stage occurs between the ages of 2 and 4. This is when
children engage in uncontrolled scribbling, exploring different movements and
making marks on paper. They make random scribbles without specific intent or
representation.
• Pre-Schematic stage: This is when children start to use basic shapes and symbols
to represent objects.
• Schematic stage: From ages 7 to 9, children now begin to incorporate more details
and complexity into their drawings. They begin to use signs or symbols to represent
objects and people.
• Dawning Realism Stage: Children will start to incorporate more details and realistic
features in their artwork. They start paying attention to details, proportions, and
perspectives striving to create more accurate representations.
• Period of decision: From the ages 13 to 15, children start experimenting with
different art styles and techniques. They explore their personal preferences and
develop their own artistic identity.
On the other hand, Fox and Schirrmacher’s stages of development focus on the cognitive
and emotional aspects of art in child development. Their stages are as follows:

• Sensorimotor stage: This stage occurs from birth to around 2 years old. Children
explore art materials through sensory experiences such as touching and tasting, and
they engage in basic mark-making activities.
• Pre-Structural stage: Children now experiment with art materials and begin to
understand cause and effect relationships.
• Structural stage: Children develop basic skills and techniques, such as cutting,
gluing, and colouring.
• Period of integration: This stage occurs from ages 13 to adulthood. Individuals
refine their artistic skills and develop a personal style that reflects their unique
perspective and experiences.
Both Lowenfeld and Fox and Schirrmacher propose similar stages of development in art,
with slight variations in terminology. While Lowenfeld’s stages focus more on artistic
development and representation, Fox and Schirrmacher’s stages emphasize the cognitive
and emotional aspects of art. Both perspectives contribute to a comprehensive
understanding of how art plays a role in the development of children. They provide a
framework for understanding the different stages of artistic growth and can be used to guide
art education and support children’s artistic development.
Section C:
Question 1:
Station 1:

• Aim: To improve balance and coordination

• Question: Can you catch the balloon before it lands on the ground?
• Outcome: Development of perceptual motor skills related to balance and
coordination.
Station 2:

• Aim: To improve aiming skills.

• Question: Can you throw the balls in the basket without missing?
• Drawing:
• Outcome: Development of physical motor skills (Athletic)
Station 3:

• Aim: To improve agility and speed

• Question: Can you complete the obstacle course before your opponent?
• Outcome: Development of perceptual motor skills related to agility and speed.
Station 4:

• Aim: To enhance balance and coordination

• Question: Can you balance a book on your back while crawling back and forth?
• Outcome: Development of perceptual motor skills related to balancing and eye
coordination.
Station 5:

• Aim: To enhance spatial awareness and problem-solving skills

• Question: Can you jump over the hurdles and arrange the arrows in the correct
order?
• Outcome: Development of perceptual motor skills related to spatial awareness and
problem-solving skills.
Station 6:

• Aim: To improve lower body strength and balance

• Question: Can you balance the balls on the bottom of the cup without them falling?
• Outcome: Enhancement of motor skills related to lower body strength and balance.
Station 7:

• Aim: To improve reaction time and coordination

• Question: Can you catch the moving objects?
• Outcome: Development of perceptual motor skills related to reaction time and
coordination.
Station 8:

• Aim: To enhance overall motor skills

• Question: Can you complete the circuit training?
• Outcome: Development of various perceptual motor skills and endurance.
Question 2:
Video 1:

• Gross motor skills developed: Balance.

• Impact on learning if neglected, underdeveloped: difficulty in sitting still, focusing,
and participating in activities that require stability.
• Impact on learning if neglected, underdeveloped: Challenges in participating in
physical activities, potential for accidents or injuries.
Video 2:

• Gross motor skills developed: Coordination.

• Impact on learning if neglected, underdeveloped: Difficulty in performing tasks
that require hand eye coordination such as writing, drawing, or using tools.
• Impact on learning if neglected, underdeveloped: Challenges in participating in
sports, arts, or other activities that require precise movements.
Video 3:

• Gross motor skills developed: Locomotor skills.

• Impact on learning if neglected, underdeveloped: Limited ability to move
efficiently and effectively, impacting participation in physical education and outdoor
activities.
• Impact on learning if neglected, underdeveloped: Reduced engagement in
physical activities, potential for sedentary behaviour.
Video 4:

• Gross motor skills developed: Spatial awareness.

• Impact on learning if neglected, underdeveloped: Difficulty in understanding and
navigating physical spaces, impacting tasks such as organizing materials, following
directions, and participating in group activities.
• Impact on learning if neglected, underdeveloped: Challenges in understanding
concepts related to geometry, geography, and other spatially orientated subjects.
Video 5:

• Gross motor skills developed: Strength.

• Impact on learning if neglected, underdeveloped: Limited ability to engage in
physical tasks that require strength such as carrying objects, climbing, or
participating in sports.
• Impact on learning if neglected, underdeveloped: Challenges in participating in
physical activities, potential for reduced confidence and self-esteem. By developing
these skills through the videos, learners can enhance their physical abilities.
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