ATH1501
ASSESSMENT 4
QUESTION 1
1.1 Clay is a three-dimensional medium and children have a sensation of
personal power when they manipulate the clay, and it gives way. With
reference to this statement, which other material can the teacher use to assist
learners in understanding three-dimensional? Choose at least three examples
and explain why they are regarded as 3D.
1. Marula Nuts (Traditional Games)
Marula nuts, often used in traditional South African games like "diketo," are solid,
spherical objects. Children can touch and manipulate them, experiencing the 3D
qualities of a sphere (length, width, and height). The smooth, round shape of the nuts
helps learners understand the concept of volume and mass.
2. Stones (Used in games like Voetjie-dan Morabaraba)
In the game of Morabaraba, stones or small pebbles are used as tokens. These stones
are typically irregular 3D objects with varying shapes and textures, which helps
learners explore different forms of 3D geometry. By moving the stones around a game
board, learners can visualize how these objects take up space in all three dimensions.
3. Kicking Balls (Soccer or Amagende Game)
Balls used in games like soccer or amagende are spherical and provide a perfect
example of 3D objects. Learners can see how balls occupy space, have mass, and
can be rolled or kicked from different angles, which reinforces the understanding of
depth, width, and height
, 1.2 As an ECD art teacher, explain how you will demonstrate your knowledge of art in
the multicultural classroom.
Study the picture below and answer the questions that follow.
1.3 Analyse the above picture and discuss how children at this stage portray
their schemas when drawing humans.
1.4 You are preparing for an art class. You want to incorporate mathematical
concepts in your engagement with learners. Decide on an element of
art, which has “dimensions” and explain how you would draw learners’
attention to “dimensions” in their paintings and drawings. Use practical
examples to highlight the mathematical concepts.
1.3 Analyse the above picture and discuss how children at this stage portray their
schemas when drawing humans.
In the picture, children demonstrate early artistic schemas when drawing humans. At
this developmental stage, children tend to focus on:
Simplified Features
The figures are composed of basic shapes circles for heads, rectangles for bodies, and
straight lines for limbs. This reflects how children break down complex objects like
humans into simple, manageable components.
Prominent Facial Features
Facial elements like eyes, mouths, and noses are drawn larger and more prominently,
emphasizing their importance in recognizing people. The smiley faces indicate an
expression of happiness, often a part of children's symbolic representation of emotions.
Proportions:
The proportions are exaggerated or simplified, such as larger heads in comparison to
the body. This shows that children at this stage are not yet concerned with realistic
proportions but rather with depicting humans in a way that they can conceptualize.
Repetition and Uniformity
ASSESSMENT 4
QUESTION 1
1.1 Clay is a three-dimensional medium and children have a sensation of
personal power when they manipulate the clay, and it gives way. With
reference to this statement, which other material can the teacher use to assist
learners in understanding three-dimensional? Choose at least three examples
and explain why they are regarded as 3D.
1. Marula Nuts (Traditional Games)
Marula nuts, often used in traditional South African games like "diketo," are solid,
spherical objects. Children can touch and manipulate them, experiencing the 3D
qualities of a sphere (length, width, and height). The smooth, round shape of the nuts
helps learners understand the concept of volume and mass.
2. Stones (Used in games like Voetjie-dan Morabaraba)
In the game of Morabaraba, stones or small pebbles are used as tokens. These stones
are typically irregular 3D objects with varying shapes and textures, which helps
learners explore different forms of 3D geometry. By moving the stones around a game
board, learners can visualize how these objects take up space in all three dimensions.
3. Kicking Balls (Soccer or Amagende Game)
Balls used in games like soccer or amagende are spherical and provide a perfect
example of 3D objects. Learners can see how balls occupy space, have mass, and
can be rolled or kicked from different angles, which reinforces the understanding of
depth, width, and height
, 1.2 As an ECD art teacher, explain how you will demonstrate your knowledge of art in
the multicultural classroom.
Study the picture below and answer the questions that follow.
1.3 Analyse the above picture and discuss how children at this stage portray
their schemas when drawing humans.
1.4 You are preparing for an art class. You want to incorporate mathematical
concepts in your engagement with learners. Decide on an element of
art, which has “dimensions” and explain how you would draw learners’
attention to “dimensions” in their paintings and drawings. Use practical
examples to highlight the mathematical concepts.
1.3 Analyse the above picture and discuss how children at this stage portray their
schemas when drawing humans.
In the picture, children demonstrate early artistic schemas when drawing humans. At
this developmental stage, children tend to focus on:
Simplified Features
The figures are composed of basic shapes circles for heads, rectangles for bodies, and
straight lines for limbs. This reflects how children break down complex objects like
humans into simple, manageable components.
Prominent Facial Features
Facial elements like eyes, mouths, and noses are drawn larger and more prominently,
emphasizing their importance in recognizing people. The smiley faces indicate an
expression of happiness, often a part of children's symbolic representation of emotions.
Proportions:
The proportions are exaggerated or simplified, such as larger heads in comparison to
the body. This shows that children at this stage are not yet concerned with realistic
proportions but rather with depicting humans in a way that they can conceptualize.
Repetition and Uniformity
