LSP1501 Assignment 3 (QUALITY ANSWERS) 2024

This document contains workings, explanations and solutions to the LSP1501 Assignment 3 (QUALITY ANSWERS) 2024. For assistance call or us on 0.6.8..8.1.2..0.9.3.4.... SECTION A: PERFORMING ARTS Question 1 [20] 1.1 Look at each of the activities in column A and match them with an item in column B. (5) 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 are doing mathematics Learn about music 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? (8) 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. 6 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. (5) 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? (2) Question 2 [25] 2.1 Develop a set of three (3) flash cards you can use to teach rhythmic patterns in the Foundation Phase. Take a photograph of each of the three flash cards and paste them into your answer file. Resources copied from the internet (or any other source) will not be considered/marked. (3) 2.2 Develop two (2) sets of flashcards, one set that is appropriate for Grade 1 learners (6 activities) and one set that is appropriate for Grade 3 learners (6 activities). The aim of the flashcards is to teach note value. Your flashcards must be appropriate for the grade. Take a photograph of each flashcard and paste them all into your answer file. Remember to indicate the grade. Resources copied from the internet (or any other source) will not be considered/marked. (12) LSP1501/ASSESSMENT 3/2024 7 2.3 Develop step-by-step instructions for one structured dance activity appropriate for Grade 1 learners. Your routine must include between four (4) and six (6) instructions. (6) 2.4 Develop step-by-step instructions for one unstructured dance activity. Your routine must include four (4) instructions. (4) Question 3 [25] 3.1 Connect each image in the following table with the correct corresponding note value. Lastly, indicate the beats for each note. (8) Note Beats A toothbrush B cavity C consultation D mouth 3.2 Select images from the table above to create the following rhythmic patterns. (2) a) 8 b) 3.3 Indicate if each percussion instrument in the following table is melodic or non-melodic. Also explain which musical concept you could teach by using each instrument. (5) A B C D E 3.4 Develop a body percussion dance routine comprising at least 10 actions. List all 10 actions in sequence, step by step. (10) LSP1501/ASSESSMENT 3/2024 9 Question 4 [30] 4.1 You wish to form a percussion band, but you are teaching in an under-resourced school. Make instruments from recycled material to replace each of the percussion instruments shown in the table below. Thereafter, take a photograph of yourself holding your homemade instrument and paste your photograph next to the instrument it represents. Photographs from the internet or any other source will not be considered/marked. (4) 4.2 Next, you wish to use your homemade instruments in a percussion band and you are going to use the song Twinkle, Twinkle Little Star. First write (or type) out the words of the song. Then, by means of images representing each one of the four instruments, indicate when each instrument is supposed to be played. The resource must be clear enough so that your learners can to understand the prompts. (8) 10 4.3 Identify a list of skills that you have developed in the above activity. Name at least two (2) skills within each of the four (4) developmental areas. (8) 4.4 You have heard some parents complaining about performing arts being included in the Foundation Phase school curriculum. They believe that the two (2) hours per week for creative arts should rather be used to teach learners to read or to do mathematics. Construct a compelling argument why the inclusion of the performing arts is important and how it specifically enhances the following: a) reading skills (5) b) mathematical concepts and skills (5)