UNIVERSITY EXAMINATIONS

Oct/Nov 2020

LSP1501
LIFE SKILLS: PERFORMING ARTS, VISUAL ARTS, MUSIC

AND

PHYSICAL EDUCATION IN FOUNDATION PHASE

100 Marks

Duration 6 Hours

Instructions to Candidates

This paper consists of THREE COMPULSORY sections.

SECTION A: PHYSICAL EDUCATION (35 MARKS)
SECTION B: MUSIC, DANCE AND DRAMA (35 MARKS)
SECTION C: VISUAL ARTS (30 MARKS)

TOTAL: 100 MARKS

1. You have to answer all the questions.
2. Answer all questions in English.
3. Ensure that you number your answers correctly, as indicated in the examination paper.
4. If you type your answers, type in Arial 12 pt. You may also print the paper, fill in the answers and
scan the completed document to upload.
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formatted document. Ensure that you scan all the pages in the correct order.
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1234567.
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mark read-only documents.
9. Ensure that you upload within the prescribed 6 hours timeframe.
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download my Exam Question Paper”. Log in with your student number and myUnisa password.
11. Find the module code LSP1501 and click on the link to submit your answer file. Take note that
the link will only display if the examination session is still open for submission.
12. Remember to read and accept the Declaration of Honesty when you upload.
13. To finalise your submission, you need to click on the CONTINUE button.

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Open Rubric
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SECTION A: PHYSICAL EDUCATION

QUESTION 1

1.1 Define perceptual motor development. (3)

QUESTION 2

Name and describe THREE (3) perceptual motor abilities that are linked to academic learning.
In your answer also indicate the effect they have on learning ? (12)

1) Name (1)

Describe (3)

2) Name (1)

Describe (3)

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3) Name (1)

Describe (3)

QUESTION 3
Name the phases of motor development in the correct order, starting from birth and ending with
adulthood. Indicate in your answer what the impact of each phases is on learning and motor
develop (12)

1.

2.

3.

4.

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5.

6.

QUESTION 4

Elaborate on the discussions that the teachers can have during the warm-up and cool down of a
physical education lesson, respectively. (4)

Warm-up discussions (2)

Cool down discussions (2)

QUESTION 5

Critically analyse why it helps the learners if you set up a variety of movement stations. (4)

TOTAL SECTION A: (35)

SECTION B: MUSIC, DANCE AND DRAMA

QUESTION 1

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Indicate whether the following statements are true or false by circling the correct
option. If a statement is false, change the statement so that is true.

(5)

1.1 The development of children is sequential and predictable;

therefore, all children will develop exactly the same. TRUE / FALSE

________________________________________________________________

________________________________________________________________

1.2 Creative drama is a form of art best taught through observation

and reflection. TRUE / FALSE

________________________________________________________________

________________________________________________________________

1.3 Instrumental play develops rhythmic movements, fine motor

skills and coordination. TRUE / FALSE

________________________________________________________________

________________________________________________________________

1.4 In Piaget’s preoperational stage, children are egocentric and will not freely
share musical instruments and props used for free dramatic play. TRUE / FALSE

________________________________________________________________

________________________________________________________________

1.5 All three forms of performing arts can be used to create a specific
mood or atmosphere in a classroom. TRUE / FALSE

________________________________________________________________

________________________________________________________________

QUESTION 2

Choose a word from the text box to match the statement in column A. (5)

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rhythm pitch locomotor movements projection

drama percussion elements improvisation

Column A

Dance executions expressing and communicating a

2.1
certain theme or emotion

Creative pedagogy of play in a fictitious world where

2.2
reality and imagination are integrated

2.3 How high or low a beat is

2.4 Skipping, hopping, sliding, jumping, rolling

Pattern of a single stressed note followed by

2.5
unstressed notes

QUESTION 3 [25]

Creative Arts as a content area of Life Skills are allocated a maximum of two hours per week.
These two hours include the teaching of four art forms, namely, music, dance and drama
(also referred to as the Performing Arts), as well as the visual arts. Performing Arts in the
Foundation Phase allows learners the opportunity to creatively communicate, dramatise,
sing, make music, dance and explore movement. Performing Arts stimulates memory,
promotes relationships and builds self-confidence and self-discipline.

You are now going to plan for a Performing Arts lesson in which you integrate music, dance
and drama. You are going to use the story “Why mosquitoes buzz in people’s ears” by
Verna Aardema as the resource to plan activities for your lesson.

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Illustration from
https://www.google.com/search?q=why+mosquitoes+buzz+in+people%27s+ears+pdf&rlz=1C1GCE
U_enZA872ZA872&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjQqJfX1YjrAhW-
TxUIHftWDMQQ_AUoAnoECA4QBA&biw=1366&bih=625#imgrc=pxouz9MnQJsbaM

Below is a short summary of the story.

This story is a retelling of a traditional West African tale that reveals how the mosquito
developed its annoying habit. A mosquito brags to an iguana that he spied a farmer
digging yams as big as mosquitoes. The iguana scoffs at such a notion and refuses to
listen to any more of the mosquito’s nonsense. Grumbling, the iguana puts sticks in
his ears and scuttles off through the reeds and sets off a chain reaction among animals
inhabiting the same landscape.

The iguana offends a friendly python, who shoots down a rabbit hole and terrifies a
rabbit. Seeing the rabbit scares a crow overhead, who spreads alarm that danger is
near. When monkey reacts to the alarm, an owlet is killed, which sets off a wave of
grieving in the mother own so profound that she is unable to wake the sun each day
with her hooting.

The nights grow longer, and when the King Lion calls a meeting to get to the bottom
of the situation, the chain of events is traced back to the source of all the trouble, the
pesky mosquito. Finding the culprit satisfies the mother owl, who call the sun back
again. But, alas, the mosquito is forever plagued with a guilty conscience, compelling
him forever to be a pest. Even today, when we hear a mosquito, we smack it hard.

As an introduction to your lesson, you first are going to read the story. Now you have your
learners all excited and ready for some action.

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3.1 Based on the story events, plan a warm-up activity. (2)

3.2 Based on the story, plan one structured and one unstructured movement
activity. (4)

Structured movement activity:

Unstructured movement activity:

3.3 Plan an activity that will stimulate sensory awareness of at least 2 senses. (4)

3.4 Identify one music concept that you can teach from this story and give a practical
example of an activity learners can do to demonstrate their knowledge of this
concept. (3)

Musical concept:

Activity:

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3.5 “Drama needs no written lines to memorise, structured behaviour patterns to

imitate, nor is an audience needed. Children need only a safe, interesting
environment and freedom to experiment with roles, conflict and problem solving.”
How can you use the scenario created by the story “Why mosquitoes buzz in
people’s ears”, to develop a dramatic play activity that will enhance social and
emotional development? (5)

3.6 Provide ONE example of a cooling down activity to end this lesson. (2)

3.7 Indicate where you would present this lesson (physical location) and the reason
why. (3)
Physical location:

Reason:

3.8 The nature of a Performing Arts lesson can create the opportunity for learners to
become overexcited or get carried away. Explain how you would bring learners
back under control if their energy levels become uncontrollable. (2)

TOTAL SECTION B: [35]

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SECTION C: VISUAL ARTS

QUESTION 1
Choose the correct answer from the following and write the correct symbol next to
the number. Use the box provided at the end of the multiple choice questions.
Read the scenario below and answer the questions that follows.
1. 1 A young child in an art class picks up her favorite colour crayons and begins working
on paper with what looks like circles. She begins a random working, seemingly
meaningless, and sometimes not even looking at her paper as she works. Eventually,
the outcome looked like a knit of colours, which actually is her drawing. What do we
call this kind of drawing?
a) Longitudinal drawing
b) Scribbling
c) Painting
d) Drawing

1. 2 Which of the following represent texture?

a) Smooth and rough
b) Bumpy and grumpy
c) Near, far, inside
d) Grumpy and colorful

1.3 Identify from the following art activities the one that does not promote critical
thinking?
a) making a collage
b) using a clay dough to create
c) formulating a concept using different shapes
d) Painting

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1.4 Select one statement that is not true from the following.
a) Fine motor skills involve fine and accurate movement of the hands and fingers.
b) Gross motor skills are the movement and control of large muscle groups.
c) Gross motor development involves playing swings.
d) Fine motor skills are well developed if the child climbs the tree

Write your answer in the box below (4)

Number Symbol

1.1

1.2

1.3

1.4

QUESTION 2
2.1 Define in your own words the concept ‘creativity’? (2)

2.2 Give any two types of arts which you can use to develop fine motor skills to young
learners and describe how each type develop these skills. (6)
Types of Art Description
i)

ii)

2.3 Draw ONE picture of each of the following as an example to distinguish between
two-dimensional and three dimensional art work. (4)
Two-dimensional Three-dimensional

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2.4 Show by explaining, how you can use the types of art you have drawn above to
teach a Mathematics lesson. Organise your explanation by using the table below
in a form of a lesson activity, which only include (introduction, development and
conclusion) below. (9)
Introduction:
2

Development:

Conclusion:
3

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2.5 Silverstein and Layne (2010) emphasise that in integrated arts teaching, the
teacher has to assume a diversified approach to teaching. This approach to
teaching is grounded in the belief that learning is actively built, experiential,
evolving, collaborative, problem-solving and reflective. Furthermore, the beliefs
are aligned with the constructivist learning theory. Constructivist practices that
align with arts integration practices include drawing on learner’s prior
learning/knowledge. Give one example of a question you can ask learners to
draw from their prior knowledge when teaching the lesson in 2.4 above.
(1)

QUESTION 3
3.1 Ekman, (2016) highlights that there seem to be many reasons for children’s
choices of colours at the pre-schematic stage of development. Based on these
reasons, Generate, some ideas on how you can use Vygotsky’s Zone of Proximal
Development to assist children of this age to choose colours.
(4)

TOTAL SECTION C: [30]

TOTAL: [100]

EXAMINERS:
FIRST EXAMINER: Ms ZN Malimela
Dr Le Roux

SECOND EXAMINERS: Prof S Krog

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Unisa 2020