LSP1501
ASSIGNMENT 9
DUE DATE: 8 OCTOBER 2024
,LSP1501 Assignment 9
Due: 8 October 2024
This elective covers the entire content of the LSP1501 study guide.
SECTION A: PERFORMING ARTS DR LE ROUX
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.
https://www.youtube.com/watch?v=Iou5LV9dRP
0 https://youtu.be/5_ShP3fiEhU
Use the video recording to answer the following questions.
Question 1.1: Integrating Curriculum in the Introduction
To integrate across the curriculum and create context in your performing arts lesson, you
can start by discussing the concept of animals and their habitats. Since bears are not
indigenous to South Africa, you can introduce the lesson by talking about different animals
that are native to South Africa, such as lions, elephants, or rhinos. This will allow you to
integrate geography and natural sciences into the lesson by exploring where these animals
live and how their habitats differ from those of bears. You can then explain that the story is
set in a different part of the world, where bears are found, helping students understand the
global diversity of wildlife.
Question 1.2: Selecting a Curriculum Outcome
, Selected Outcome: Foundation Phase, Life Skills - Creative Arts: "Participate in drama
activities, including storytelling, role play, and improvisation."
Motivation: The story of "We're Going on a Bear Hunt" provides a rich narrative that
naturally lends itself to dramatic interpretation. Students can actively participate by acting
out the different parts of the story, using their bodies to express movements like wading
through grass or splashing in the river. This engages their creativity and helps them
develop skills in storytelling, role-playing, and improvisation, all of which are key outcomes
in the Creative Arts curriculum.
Question 1.3: Warm-Up Activity
Theme-Aligned Warm-Up: Start with a simple movement game called "Animal Movements."
Ask the students to imagine they are different animals found in South Africa. For example,
they can pretend to be lions prowling through the grass, or elephants stomping through the
mud.
This not only warms up their bodies but also introduces them to the idea of moving like
animals, setting the stage for the bear hunt story.
Question 1.4: Sensory Awareness Activity
Sensory Awareness Activity: Create a "Sensory Walk" where students close their eyes
and imagine walking through the different environments described in the story. For each
environment (grass, river, mud, forest, snowstorm), describe the sensations they would
feel—like the soft swish of grass against their legs, the cold splash of water, the sticky
squelch of mud, or the crunch of snow underfoot. Encourage them to make the
corresponding sounds and movements, deepening their sensory engagement with the
story.
ASSIGNMENT 9
DUE DATE: 8 OCTOBER 2024
,LSP1501 Assignment 9
Due: 8 October 2024
This elective covers the entire content of the LSP1501 study guide.
SECTION A: PERFORMING ARTS DR LE ROUX
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.
https://www.youtube.com/watch?v=Iou5LV9dRP
0 https://youtu.be/5_ShP3fiEhU
Use the video recording to answer the following questions.
Question 1.1: Integrating Curriculum in the Introduction
To integrate across the curriculum and create context in your performing arts lesson, you
can start by discussing the concept of animals and their habitats. Since bears are not
indigenous to South Africa, you can introduce the lesson by talking about different animals
that are native to South Africa, such as lions, elephants, or rhinos. This will allow you to
integrate geography and natural sciences into the lesson by exploring where these animals
live and how their habitats differ from those of bears. You can then explain that the story is
set in a different part of the world, where bears are found, helping students understand the
global diversity of wildlife.
Question 1.2: Selecting a Curriculum Outcome
, Selected Outcome: Foundation Phase, Life Skills - Creative Arts: "Participate in drama
activities, including storytelling, role play, and improvisation."
Motivation: The story of "We're Going on a Bear Hunt" provides a rich narrative that
naturally lends itself to dramatic interpretation. Students can actively participate by acting
out the different parts of the story, using their bodies to express movements like wading
through grass or splashing in the river. This engages their creativity and helps them
develop skills in storytelling, role-playing, and improvisation, all of which are key outcomes
in the Creative Arts curriculum.
Question 1.3: Warm-Up Activity
Theme-Aligned Warm-Up: Start with a simple movement game called "Animal Movements."
Ask the students to imagine they are different animals found in South Africa. For example,
they can pretend to be lions prowling through the grass, or elephants stomping through the
mud.
This not only warms up their bodies but also introduces them to the idea of moving like
animals, setting the stage for the bear hunt story.
Question 1.4: Sensory Awareness Activity
Sensory Awareness Activity: Create a "Sensory Walk" where students close their eyes
and imagine walking through the different environments described in the story. For each
environment (grass, river, mud, forest, snowstorm), describe the sensations they would
feel—like the soft swish of grass against their legs, the cold splash of water, the sticky
squelch of mud, or the crunch of snow underfoot. Encourage them to make the
corresponding sounds and movements, deepening their sensory engagement with the
story.
