LSP1501
ASSIGNMENT 8 PORTFOLIO 2025
UNIQUE NO.
DUE DATE: 5 SEPTEMBER 2025
,SECTION A: Music, Dance & Drama
Activity 1
1.1 Two ways toddlers develop musical skills
1. Rhythmic movement: Toddlers begin to move their bodies in time with music—
bouncing, swaying, clapping, or marching. This helps them internalise beat and
develop gross motor coordination. Example: when a drum is beaten steadily, the
toddler starts to tap their foot or clap along.
2. Vocal exploration: Toddlers experiment with pitch, volume, and melody through
babbling, humming, or imitating songs. Example: a child repeats “la-la” in
different pitches after hearing an adult sing it.
1.2 How music supports literacy and numeracy in the Foundation Phase
Literacy:
Music strengthens phonological awareness by exposing learners to rhymes, rhythm,
and syllable segmentation. Clapping syllables in lyrics like bu-tta-fly (three claps)
supports reading readiness. Singing also expands vocabulary and helps learners
understand word meanings in context, while improving memory and listening skills.
Numeracy:
Music develops counting skills and pattern recognition through activities such as
counting beats, repeating rhythmic patterns, and sequencing dance steps. Learners
practise mathematical concepts like more/less, long/short, and fast/slow when
comparing note lengths and tempos. Recognising repeating patterns in songs reinforces
sequencing and problem-solving skills.
, Activity 2: Grade R Music Lesson Plan
Grade: R
Subject: Life Skills – Creative Arts (Music)
Theme: My Body and Movement
Topic: Learning a new song with actions
Objectives:
Learners will sing a simple song with correct pitch and rhythm.
Learners will perform matching actions to the song to demonstrate understanding
of beat and movement.
Materials:
Chart with song lyrics and simple pictures
Small percussion instruments (shakers, tambourines)
Space for movement
Introduction (2 marks):
Greet learners with a short welcome rhyme.
Briefly introduce the song “Heads, Shoulders, Knees and Toes” and explain that
they will learn it with actions.
Development (3 marks):
1. Teacher sings the song once while performing the actions; learners watch.
2. Teach the song in small sections—sing one line, learners repeat.
3. Practise the whole song with actions slowly, then at normal speed.
Practice (3 marks):
Divide learners into two groups: one sings while the other plays percussion
instruments on the beat. Swap roles.
ASSIGNMENT 8 PORTFOLIO 2025
UNIQUE NO.
DUE DATE: 5 SEPTEMBER 2025
,SECTION A: Music, Dance & Drama
Activity 1
1.1 Two ways toddlers develop musical skills
1. Rhythmic movement: Toddlers begin to move their bodies in time with music—
bouncing, swaying, clapping, or marching. This helps them internalise beat and
develop gross motor coordination. Example: when a drum is beaten steadily, the
toddler starts to tap their foot or clap along.
2. Vocal exploration: Toddlers experiment with pitch, volume, and melody through
babbling, humming, or imitating songs. Example: a child repeats “la-la” in
different pitches after hearing an adult sing it.
1.2 How music supports literacy and numeracy in the Foundation Phase
Literacy:
Music strengthens phonological awareness by exposing learners to rhymes, rhythm,
and syllable segmentation. Clapping syllables in lyrics like bu-tta-fly (three claps)
supports reading readiness. Singing also expands vocabulary and helps learners
understand word meanings in context, while improving memory and listening skills.
Numeracy:
Music develops counting skills and pattern recognition through activities such as
counting beats, repeating rhythmic patterns, and sequencing dance steps. Learners
practise mathematical concepts like more/less, long/short, and fast/slow when
comparing note lengths and tempos. Recognising repeating patterns in songs reinforces
sequencing and problem-solving skills.
, Activity 2: Grade R Music Lesson Plan
Grade: R
Subject: Life Skills – Creative Arts (Music)
Theme: My Body and Movement
Topic: Learning a new song with actions
Objectives:
Learners will sing a simple song with correct pitch and rhythm.
Learners will perform matching actions to the song to demonstrate understanding
of beat and movement.
Materials:
Chart with song lyrics and simple pictures
Small percussion instruments (shakers, tambourines)
Space for movement
Introduction (2 marks):
Greet learners with a short welcome rhyme.
Briefly introduce the song “Heads, Shoulders, Knees and Toes” and explain that
they will learn it with actions.
Development (3 marks):
1. Teacher sings the song once while performing the actions; learners watch.
2. Teach the song in small sections—sing one line, learners repeat.
3. Practise the whole song with actions slowly, then at normal speed.
Practice (3 marks):
Divide learners into two groups: one sings while the other plays percussion
instruments on the beat. Swap roles.
