Life Skills: Performing Arts, Visual Arts, (LSP1501)
Établissement
University Of South Africa (Unisa)
Book
The Creative Arts
LSP1501 Assignment 5 (COMPLETE ANSWERS) 2024 (184457) - DUE 3 July 2024; 100% TRUSTED workings, explanations and solutions. for assistance Whats-App 0.6.7..1.7.1..1.7.3.9 .......... QUESTION 1
State whether the following statements are true or false. (4)
(Insert your answers in the table below)....
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QUESTION 1
1.1. True
1.2. False
1.3. True
1.4. False
QUESTION 2
2.1 Installation Art
2.2 Pottery
2.3 Collage
2.4 Drawing
2.5 Printmaking
QUESTION 3
3.1.
Encouraging social development in a Grade 1 classroom can be effectively achieved
through integrating art activities that foster a sense of emotional satisfaction and
cooperative engagement among students. One approach is to design collaborative art
projects where children work together in small groups to create a mural or a large-
scale collage from recycled materials. This setup requires them to share materials,
communicate their ideas, and agree on the design, thereby learning valuable skills in
cooperation and give-and-take.
Additionally, incorporating activities such as dance and creative movement can further
enhance social development. For instance, organizing regular dance sessions where
children can express themselves through movement allows them to experience
nonverbal communication and understand social rules like turn-taking and spatial
awareness. These activities not only promote gross motor skills but also teach children
to consider others within a shared space, thus fostering sensitivity and empathy.
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is” without
any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
form or by any means.
, +27 67 171 1739
By ensuring that every child participates equally and is not singled out, you promote
an inclusive environment where confidence and emotional control can thrive. This
setup encourages even the shyest learners to engage, build self-esteem, and
experience the joy of communal creativity, ultimately fostering a socially harmonious
and supportive classroom atmosphere.
OR
In a Grade 1 classroom, encouraging social development can be effectively achieved
through integrating various art activities. For example, providing children with
opportunities to engage in collaborative art projects such as mural painting or group
collage-making allows them to practice sharing resources and ideas. By working
together toward a common goal, students learn the importance of cooperation and
collective effort. Equally significant is assigning them roles in cleanup and
organization, fostering a sense of responsibility and accountability.
To further enhance social interaction, incorporating activities like group singing,
dancing, and theatre can be especially beneficial. These forms of creative expression
teach children to pay attention to each other, understand social cues, and respect the
dynamics of give-and-take. Dance, in particular, acts as a nonverbal form of
communication, helping children to internalize social values and practice emotional
control.
By rotating leadership roles in these activities, each child gets a chance to lead without
fear of judgment, building confidence and mutual respect. Through these methods,
children not only find emotional satisfaction and independence in their artistic choices
but also cultivate essential social skills that are foundational for their overall
development.
3.2.
Vygotsky’s theory of social development, particularly the concepts of the Zone of
Proximal Development (ZPD) and scaffolding, offers a valuable framework for
understanding and assisting a child in creating scribbles. According to Vygotsky,
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is” without
any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
form or by any means.
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