LSP1501 - LIFE SKILLS: PERFORMING ARTS, VISUAL ARTS, MUSIC AND PHYSICAL EDUCATION IN THE FOUNDATION PHASE (LSP1501)
Établissement
University Of South Africa (Unisa)
LSP1501 ASSIGNMENT 6 2023 (ANSWERS)
QUESTIONS ANSWERED:
SECTION B: VISUAL ARTS
Please use the layout and format provided below to structure your answers.
QUESTION 1
1.1 Study the pictures below and answer the question that follows.
Picture A Picture B
LSP1501/6/2023
5
Compare the two im...
LSP1501 - LIFE SKILLS: PERFORMING ARTS, VISUAL ARTS, MUSIC AND PHYSICAL EDUCATION IN THE FOUNDATION PHASE (LSP1501)
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Par: leshuthatshwanelo • 1 année de cela
Par: itsbesttutors • 1 année de cela
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Par: phidanethendo57 • 1 année de cela
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,QUESTION 1
1.1.
Given images, image A is a 2D animation or drawing and image B is a 3D animation.
2D animation or drawing:
Image A represents a 2D animation or drawing. In 2D animation, artwork is created and
displayed in two-dimensional space. That is, it has width and height, but no depth. It is
usually created by drawing or painting on a flat surface such as paper or a digital canvas.
Image A exhibits these properties because it looks flat and has no depth perception. 2D
animation elements and characters are created using lines, shapes, colors, and textures,
but do not physically exist in three-dimensional space.
3D animation:
Image B represents his 3D animation, in which artwork is created and displayed in a three-
dimensional space, including width, height, and depth. Simulate real-world objects and
environments using computer-generated imagery (CGI) or other techniques. Image B
shows the presence of depth as it gives the illusion that the object occupies his 3D space.
3D animated characters and objects are created using polygons, textures, lighting, and a
variety of other techniques to give them a realistic look and enable them to interact in a
virtual environment.
In summary, the main 2D difference observed in the given images is that image A
represents a 2D animation or drawing that exists in a 2D space with width and height but
no depth. Image B, on the other hand, represents a 3D animation that exists in a three-
dimensional space with width, height, and depth, providing a more immersive and realistic
visual experience.
, 1.2 Drawing from your knowledge of Vygotsky’s theory, explain your role as a
teacher when teaching Grade R learners how to create two-dimensional forms of art.
Support your answer with appropriate examples. (6)
According to Vygotsky's sociocultural theory, learning takes place within a social context,
and individuals construct knowledge through their interaction with others and their cultural
environment. My role as a teacher is to teach an R-grade student how to create her two-
dimensional art form, and to encourage creative expression while facilitating learning by
providing appropriate scaffolding and guidance. is. Here are some examples of how I play
this role.
1. Set up a supportive learning environment:
I want to create a classroom environment that encourages creativity and exploration. This
may include access to art supplies such as paper, pencils, crayons, and markers, as well
as showing examples of 2D artwork to inspire students. 2. Demonstration of techniques
and skills:
Demonstrate various techniques and skills involved in creating two-dimensional art forms.
For example, you can teach them how to draw different types of lines, shapes and patterns
with pencils and crayons. By modeling the process, we provide a visual and experiential
reference for students to follow.
3. Providing Guided Exercises:
I offer guided practice sessions where students can apply the techniques they have
learned. For example, you can teach her step by step how to draw simple objects and
animals, gradually increasing her confidence and proficiency in creating 2D shapes.
4. Encourage experimentation and creativity:
I want to emphasize the importance of creativity and encourage my students to explore
their own ideas and interpretations. For example, you can ask open-ended questions such
as "What color would you use to represent a sunny day?" or "How can I make my drawing
more expressive?" This encourages critical thinking and personal expression in works of
art. 5. Provide constructive feedback.
I focus on my students' effort, creativity and improvement to provide constructive feedback
and praise. Feedback includes specific suggestions for improvement and highlighting
aspects of the artwork that demonstrate creativity or attention to detail. This helps develop
students' artistic skills and confidence.
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