LSP1501 Assignment 9
(COMPLETE ANSWERS) 2024
(164920) - DUE 8 October 2024
CONTACT:
,LSP1501 Assignment 9 (COMPLETE ANSWERS) 2024
(164920) - DUE 8 October 2024
When we plan performing arts classes for the Foundation
Phase, we can go to the internet to find ideas. What we
need to teach and the outcomes the learners must
achieve can be found in the curriculum statements. Below
is a story linked to the theme: Bear hunt. Below are two
links to videos telling the same story in two different
ways. Use the video recording to answer the following
questions. Question 1 [10] 1.1 Bears are not indigenous
to South Africa or Africa. In your introduction to the
performing arts lesson, how will you integrate across the
curriculum to create context? (3) 1.2 Once you have
watched the videos, visit the curriculum and familiarise
yourself with the curriculum outcomes in the Foundation
Phase. Select an outcome from the curriculum that can
be taught through the story (video) and motivate your
decision. (2) 1.3 Create a warm-up activity for the lesson
that is aligned to the theme. (2) 1.4 Develop a sensory
awareness activity based on the storyline and video. (3)
LSP1501/ASSESSMENT 9/2024 5
Here's how you can approach each question related to planning a performing arts lesson for the
Foundation Phase based on the theme "Bear Hunt":
Question 1.1: Integrating Across the Curriculum
Introduction to the Performing Arts Lesson: Since bears are not indigenous to South Africa or
Africa, you can introduce a discussion on animals from different regions to integrate natural
science and geography. You could mention the different habitats where bears live, like forests or
mountains, and compare them to South African wildlife, such as lions or elephants. This
integration helps learners understand the global context of the story while fostering awareness of
their own local environment. Additionally, you can include a social studies angle by talking
about how different cultures tell stories about animals.
Question 1.2: Curriculum Outcome Selection
, Curriculum Outcome: A relevant outcome from the Foundation Phase curriculum could be:
"The learner is able to use drama to express thoughts, ideas, and feelings creatively" (from the
Creative Arts CAPS). The story of "Bear Hunt" can encourage learners to act out different parts
of the adventure, allowing them to use their imagination and physical movement to express
themselves. This outcome is suitable because it encourages both artistic expression and physical
participation, key elements in early childhood development.
Question 1.3: Warm-up Activity
Warm-up Activity (Aligned with the Theme): A simple warm-up could involve a "Let's move
like animals" game. Start by asking learners to move like different animals that might be
encountered on a bear hunt (e.g., crawl like a bear, slither like a snake, hop like a rabbit). This
not only gets them physically active but also mentally prepares them for the adventure in the
story.
Question 1.4: Sensory Awareness Activity
Sensory Awareness Activity: For a sensory awareness activity, encourage the learners to close
their eyes and imagine walking through different terrains from the story—grass, mud, water, etc.
Ask them to focus on how each surface feels under their feet and to describe it out loud. This will
engage their sense of touch, hearing, and imagination, enhancing their sensory awareness linked
to the "Bear Hunt" adventure.
Here’s a more detailed structure for your performing arts lesson based on the story "Bear Hunt,"
incorporating the warm-up, sensory awareness, and integration with the curriculum.
Lesson Plan: Bear Hunt – Performing Arts Lesson for Foundation Phase
Grade: Foundation Phase
Duration: 30–40 minutes
Theme: Bear Hunt (Story-based exploration)
Learning Area: Performing Arts, integrated with Natural Sciences and Geography
Learning Objectives:
Learners will be able to express thoughts, feelings, and ideas through movement and role-
play.
Learners will develop sensory awareness by engaging in imaginative play.
Learners will explore different habitats and the animals that live in them.
Learners will enhance coordination and gross motor skills through physical movement.
(COMPLETE ANSWERS) 2024
(164920) - DUE 8 October 2024
CONTACT:
,LSP1501 Assignment 9 (COMPLETE ANSWERS) 2024
(164920) - DUE 8 October 2024
When we plan performing arts classes for the Foundation
Phase, we can go to the internet to find ideas. What we
need to teach and the outcomes the learners must
achieve can be found in the curriculum statements. Below
is a story linked to the theme: Bear hunt. Below are two
links to videos telling the same story in two different
ways. Use the video recording to answer the following
questions. Question 1 [10] 1.1 Bears are not indigenous
to South Africa or Africa. In your introduction to the
performing arts lesson, how will you integrate across the
curriculum to create context? (3) 1.2 Once you have
watched the videos, visit the curriculum and familiarise
yourself with the curriculum outcomes in the Foundation
Phase. Select an outcome from the curriculum that can
be taught through the story (video) and motivate your
decision. (2) 1.3 Create a warm-up activity for the lesson
that is aligned to the theme. (2) 1.4 Develop a sensory
awareness activity based on the storyline and video. (3)
LSP1501/ASSESSMENT 9/2024 5
Here's how you can approach each question related to planning a performing arts lesson for the
Foundation Phase based on the theme "Bear Hunt":
Question 1.1: Integrating Across the Curriculum
Introduction to the Performing Arts Lesson: Since bears are not indigenous to South Africa or
Africa, you can introduce a discussion on animals from different regions to integrate natural
science and geography. You could mention the different habitats where bears live, like forests or
mountains, and compare them to South African wildlife, such as lions or elephants. This
integration helps learners understand the global context of the story while fostering awareness of
their own local environment. Additionally, you can include a social studies angle by talking
about how different cultures tell stories about animals.
Question 1.2: Curriculum Outcome Selection
, Curriculum Outcome: A relevant outcome from the Foundation Phase curriculum could be:
"The learner is able to use drama to express thoughts, ideas, and feelings creatively" (from the
Creative Arts CAPS). The story of "Bear Hunt" can encourage learners to act out different parts
of the adventure, allowing them to use their imagination and physical movement to express
themselves. This outcome is suitable because it encourages both artistic expression and physical
participation, key elements in early childhood development.
Question 1.3: Warm-up Activity
Warm-up Activity (Aligned with the Theme): A simple warm-up could involve a "Let's move
like animals" game. Start by asking learners to move like different animals that might be
encountered on a bear hunt (e.g., crawl like a bear, slither like a snake, hop like a rabbit). This
not only gets them physically active but also mentally prepares them for the adventure in the
story.
Question 1.4: Sensory Awareness Activity
Sensory Awareness Activity: For a sensory awareness activity, encourage the learners to close
their eyes and imagine walking through different terrains from the story—grass, mud, water, etc.
Ask them to focus on how each surface feels under their feet and to describe it out loud. This will
engage their sense of touch, hearing, and imagination, enhancing their sensory awareness linked
to the "Bear Hunt" adventure.
Here’s a more detailed structure for your performing arts lesson based on the story "Bear Hunt,"
incorporating the warm-up, sensory awareness, and integration with the curriculum.
Lesson Plan: Bear Hunt – Performing Arts Lesson for Foundation Phase
Grade: Foundation Phase
Duration: 30–40 minutes
Theme: Bear Hunt (Story-based exploration)
Learning Area: Performing Arts, integrated with Natural Sciences and Geography
Learning Objectives:
Learners will be able to express thoughts, feelings, and ideas through movement and role-
play.
Learners will develop sensory awareness by engaging in imaginative play.
Learners will explore different habitats and the animals that live in them.
Learners will enhance coordination and gross motor skills through physical movement.
