LSP1501 Assignment 9
(COMPLETE ANSWERS) 2024
(164920) - DUE 8 October 2024
100% GUARANTEED
,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
To answer these questions, let's break down the components of the assessment for planning a
performing arts lesson based on the "Bear Hunt" story.
1.1 Integrating Across the Curriculum to Create Context (3 Marks)
Since bears are not indigenous to South Africa, you can use this as a learning opportunity across
multiple subjects:
Geography: Introduce a mini-lesson about different animals around the world, focusing
on where bears are indigenous. Explain that bears are found in places like North America,
Europe, and Asia, but not in Africa.
Life Sciences: Talk about the habitats of animals in Africa versus other parts of the
world. You could explore African wildlife, comparing bears with animals indigenous to
South Africa, like lions or elephants.
, Environmental Studies: Discuss climate and environment, explaining why certain
animals live in specific regions (e.g., bears in colder climates and savannah animals in
warmer climates). This interdisciplinary approach will help students understand the
broader context of animals in different parts of the world.
1.2 Curriculum Outcome from the Foundation Phase (2 Marks)
A suitable outcome from the Foundation Phase performing arts curriculum could be:
Outcome: Learners should be able to use movement, body, and space creatively to
express ideas and feelings.
Motivation: The story of the "Bear Hunt" is ideal for encouraging creative expression
through movement. The various stages of the hunt (e.g., walking through the forest, river,
mud, etc.) allow students to explore physicality and space in imaginative ways. By
imitating the characters’ movements and emotions, learners develop spatial awareness,
coordination, and empathy.
1.3 Warm-up Activity Aligned to the Theme (2 Marks)
A simple warm-up activity could involve movement exploration:
Bear Hunt Movement Warm-up: Ask the learners to pretend they are getting ready for
an adventure. Guide them through movements like stretching to reach high tree branches,
bending down to crawl under a fence, and jumping over small obstacles (pretend rocks or
logs). Encourage them to make animal sounds as they warm up their bodies. This activity
aligns with the theme as it sets the tone for an adventurous "hunt," preparing them
physically for the lesson.
1.4 Sensory Awareness Activity Based on the Storyline (3 Marks)
For a sensory awareness activity:
“Through the Forest” Sensory Walk: Recreate the key environments from the story
(e.g., forest, river, snowstorm) using props or verbal imagery. Guide learners through
each setting:
o Ask them to feel the textures (e.g., rough bark, cold water, soft mud) by
imagining or using simple props.
o Encourage them to listen to the sounds (e.g., rustling leaves, flowing water,
howling wind) and smell the air (e.g., fresh forest, muddy riverbank).
o Have them move in ways that reflect how it would feel to walk through these
different environments (e.g., tiptoeing through mud or splashing through water).
This activity engages multiple senses, enhancing their immersion in the story and
stimulating creativity.
These answers can be customized further depending on the specific videos you watched, but the
above structure provides a comprehensive response for the questions asked.
(COMPLETE ANSWERS) 2024
(164920) - DUE 8 October 2024
100% GUARANTEED
,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
To answer these questions, let's break down the components of the assessment for planning a
performing arts lesson based on the "Bear Hunt" story.
1.1 Integrating Across the Curriculum to Create Context (3 Marks)
Since bears are not indigenous to South Africa, you can use this as a learning opportunity across
multiple subjects:
Geography: Introduce a mini-lesson about different animals around the world, focusing
on where bears are indigenous. Explain that bears are found in places like North America,
Europe, and Asia, but not in Africa.
Life Sciences: Talk about the habitats of animals in Africa versus other parts of the
world. You could explore African wildlife, comparing bears with animals indigenous to
South Africa, like lions or elephants.
, Environmental Studies: Discuss climate and environment, explaining why certain
animals live in specific regions (e.g., bears in colder climates and savannah animals in
warmer climates). This interdisciplinary approach will help students understand the
broader context of animals in different parts of the world.
1.2 Curriculum Outcome from the Foundation Phase (2 Marks)
A suitable outcome from the Foundation Phase performing arts curriculum could be:
Outcome: Learners should be able to use movement, body, and space creatively to
express ideas and feelings.
Motivation: The story of the "Bear Hunt" is ideal for encouraging creative expression
through movement. The various stages of the hunt (e.g., walking through the forest, river,
mud, etc.) allow students to explore physicality and space in imaginative ways. By
imitating the characters’ movements and emotions, learners develop spatial awareness,
coordination, and empathy.
1.3 Warm-up Activity Aligned to the Theme (2 Marks)
A simple warm-up activity could involve movement exploration:
Bear Hunt Movement Warm-up: Ask the learners to pretend they are getting ready for
an adventure. Guide them through movements like stretching to reach high tree branches,
bending down to crawl under a fence, and jumping over small obstacles (pretend rocks or
logs). Encourage them to make animal sounds as they warm up their bodies. This activity
aligns with the theme as it sets the tone for an adventurous "hunt," preparing them
physically for the lesson.
1.4 Sensory Awareness Activity Based on the Storyline (3 Marks)
For a sensory awareness activity:
“Through the Forest” Sensory Walk: Recreate the key environments from the story
(e.g., forest, river, snowstorm) using props or verbal imagery. Guide learners through
each setting:
o Ask them to feel the textures (e.g., rough bark, cold water, soft mud) by
imagining or using simple props.
o Encourage them to listen to the sounds (e.g., rustling leaves, flowing water,
howling wind) and smell the air (e.g., fresh forest, muddy riverbank).
o Have them move in ways that reflect how it would feel to walk through these
different environments (e.g., tiptoeing through mud or splashing through water).
This activity engages multiple senses, enhancing their immersion in the story and
stimulating creativity.
These answers can be customized further depending on the specific videos you watched, but the
above structure provides a comprehensive response for the questions asked.
