ICA1501 ASSIGNMENT 2 2026
DUE 18 JUNE 2026
1.1 Integrating Visual and Performing Arts in a Resource-Limited Classroom
The CAPS curriculum encourages teachers to combine Visual Arts and Performing Arts
because these art forms work well together and are an important part of African art
practices (Department of Basic Education, 2011, p. 13). This is especially helpful in
classrooms with limited resources, where teachers use available materials and spaces
to create enjoyable learning activities. An integrated activity allows learners to develop
creative skills while supporting their overall growth and learning.
The Integrated Activity: "Story through Art and Movement"
In a classroom with limited resources, a highly effective integrated activity is titled Story
through Art and Movement. In this activity, learners are presented with a traditional
African folktale or a story relevant to their community context. They then work in small
groups to create both a visual representation of the story (Visual Arts) and a dramatic
performance of the story (Performing Arts), using only readily available and recyclable
materials.
The Visual Arts component involves learners creating a backdrop or scenery for their
story using materials such as cardboard, newspapers, fabric scraps, and natural objects
found in the school environment. They also design simple puppets or masks to
represent characters from the story, applying their knowledge of art elements such as
colour, line, shape, and texture (Odendaal & De Jager, 2017, p. 20). The CAPS
, document supports the use of such materials, encouraging learners to "explore and
experiment with a wide variety of art materials, techniques including waste materials.
The Performing Arts component requires learners to dramatise the story using their
puppets and scenery. They develop dialogue, use their voices expressively, and
incorporate movement and gesture to bring characters to life. They also create
soundscapes using found objects and body percussion to enhance the mood and
atmosphere of their performance. This directly addresses the CAPS performing arts
topics of "Improvise and create" and "Read, interpret and perform" (Department of Basic
Education, 2011, p. 14).
The Teacher's Role in Facilitating Integration
Curriculum Developer and Specialist: The teacher must interpret the CAPS
curriculum to identify natural connections between Visual and Performing Arts
topics. According to the study guide, a competent arts teacher must "be able to
implement curriculum policies when teaching and doing assessment" and "be well
trained and knowledgeable in the content, skills and values that are applicable to a
specific grade". The teacher designs the activity to meet learning outcomes from
both streams simultaneously, ensuring that learners develop skills in creating 2D
and 3D artworks while also developing performance skills.
Facilitator and Guide: Rather than directing every aspect of the activity, the teacher
acts as a facilitator who guides learners through the creative process. The teacher
poses open-ended questions such as: "How can you show this character's emotions
through colour?" or "What sounds would you use to create tension in this scene?"
This approach encourages critical thinking and creative problem-solving. The study
guide emphasises that teachers should "encourage learners to be inventive and
original" and "encourage learners to think in new directions".
Specialist in Teaching and Learning: The teacher must be able to "examine and
change instructional practices in order to improve learner participation". In a
resource-limited context, this means being creative with available materials and
spaces. For instance, the teacher might use the classroom floor as a performance
DUE 18 JUNE 2026
1.1 Integrating Visual and Performing Arts in a Resource-Limited Classroom
The CAPS curriculum encourages teachers to combine Visual Arts and Performing Arts
because these art forms work well together and are an important part of African art
practices (Department of Basic Education, 2011, p. 13). This is especially helpful in
classrooms with limited resources, where teachers use available materials and spaces
to create enjoyable learning activities. An integrated activity allows learners to develop
creative skills while supporting their overall growth and learning.
The Integrated Activity: "Story through Art and Movement"
In a classroom with limited resources, a highly effective integrated activity is titled Story
through Art and Movement. In this activity, learners are presented with a traditional
African folktale or a story relevant to their community context. They then work in small
groups to create both a visual representation of the story (Visual Arts) and a dramatic
performance of the story (Performing Arts), using only readily available and recyclable
materials.
The Visual Arts component involves learners creating a backdrop or scenery for their
story using materials such as cardboard, newspapers, fabric scraps, and natural objects
found in the school environment. They also design simple puppets or masks to
represent characters from the story, applying their knowledge of art elements such as
colour, line, shape, and texture (Odendaal & De Jager, 2017, p. 20). The CAPS
, document supports the use of such materials, encouraging learners to "explore and
experiment with a wide variety of art materials, techniques including waste materials.
The Performing Arts component requires learners to dramatise the story using their
puppets and scenery. They develop dialogue, use their voices expressively, and
incorporate movement and gesture to bring characters to life. They also create
soundscapes using found objects and body percussion to enhance the mood and
atmosphere of their performance. This directly addresses the CAPS performing arts
topics of "Improvise and create" and "Read, interpret and perform" (Department of Basic
Education, 2011, p. 14).
The Teacher's Role in Facilitating Integration
Curriculum Developer and Specialist: The teacher must interpret the CAPS
curriculum to identify natural connections between Visual and Performing Arts
topics. According to the study guide, a competent arts teacher must "be able to
implement curriculum policies when teaching and doing assessment" and "be well
trained and knowledgeable in the content, skills and values that are applicable to a
specific grade". The teacher designs the activity to meet learning outcomes from
both streams simultaneously, ensuring that learners develop skills in creating 2D
and 3D artworks while also developing performance skills.
Facilitator and Guide: Rather than directing every aspect of the activity, the teacher
acts as a facilitator who guides learners through the creative process. The teacher
poses open-ended questions such as: "How can you show this character's emotions
through colour?" or "What sounds would you use to create tension in this scene?"
This approach encourages critical thinking and creative problem-solving. The study
guide emphasises that teachers should "encourage learners to be inventive and
original" and "encourage learners to think in new directions".
Specialist in Teaching and Learning: The teacher must be able to "examine and
change instructional practices in order to improve learner participation". In a
resource-limited context, this means being creative with available materials and
spaces. For instance, the teacher might use the classroom floor as a performance
